WALKING WITH FREIRE: EXPLORING THE ONTO-EPISTEMOLOGICAL DIMENSIONS OF CRITICAL PEDAGOGY

DOI:

https://doi.org/10.17564/2316-3828.2018v7n1p47–60

Authors

  • Tricia Kress Associate Professor; Leadership for Diverse Learning Communities Ed.D, Program Molloy College Rockville Centre, NY.
  • Robert Lake Professor Curriculum, Foundations & Reading Georgia Southern University Statesboro, GA.

Keywords:

Critical Pedagogy. Paulo Freire. Autobiography. Wayfinding. Human Geography. Critical Posthumanism.

Published

2018-10-17

Downloads

Downloads

Download data is not yet available.

Issue

Vol. 7 No. 1 (2018)

Section

Número temático

License

A Revista oferece acesso livre e imediato ao seu conteúdo, seguindo o princípio de que disponibilizar gratuitamente o conhecimento científico contribui para a democratização do saber. Assume-se que, ao submeter um artigo, o(a) autor(a) se reconhece como detentor(a) do direito autoral sobre ele e autoriza seu livre uso pelos leitores, podendo ser, além de lido, baixado, copiado, distribuído e impresso.

Abstract

One of the great misconceptions about critical pedagogy, Paulo Freire’s democratic theory of education, is that transformative learning is an activity that takes place in the mind. In this paper, the authors demonstrate the significance of material context in Paulo Freire’s conceptualization of his philosophy of democratic education. By using the theories of wayfinding (a sub-division of human geography) and critical posthumanism in dialogue with Paulo Freire’s autobiographical reflections in his post-Pedagogy of the Oppressed writings, the authors illustrate how critical pedagogy involved a literal reading of the material world. By sharing vignettes from his work in Brazil, Guinea-Bissau, Porto Mont, New York we highlight the significance of the body, emotions, and individual and local history as partners in the political-pedagogical project of transformative learning. Critical pedagogy is recast as an onto-epistemological praxis in which critical consciousness is understood as a process of becoming that is made possible through the relationship between the person and their land, including all its human and non-human inhabitants.

How to Cite

Kress, T., & Lake, R. (2018). WALKING WITH FREIRE: EXPLORING THE ONTO-EPISTEMOLOGICAL DIMENSIONS OF CRITICAL PEDAGOGY. Interfaces Científicas - Educação, 7(1), 47–60. https://doi.org/10.17564/2316-3828.2018v7n1p47–60

References

BARAD, K. Meeting the Universe Halfway: Quantum physics and the entanglement of matter and meaning. Durham, NC: Duke University Press, 2007.

BRAIDOTTI, R. The posthuman. Cambridge, UK: Polity Press, 2013.

CALLIES, M.; KELLER, W.R.; LOHOFER, A. Bi-directionality in the cognitive sciences: Avenues, challenges and limitations. Philadelphia, PA: John Benjamins Publishing Company, 2011.

D’ANCONA, M. Post-truth: The war on truth and how to fight back. London, UK: Ebury Press, 2017.

DUNCAN, J.; JOHNSON, N.; SCHEIN, R. A companion to cultural geography. Malden, MA: Blackwell Publishing, 2004.

ELIAS, J. Paulo Freire: Pedagogue of liberation. Malabar, Fla. USA: Kreiger, 1994.

FOUBERG, E.H.; MURPHY, A.B.; DE BLIJ, H.J. Human Geography: People, Place and Culture. 9th Edition. Hoboken, NJ: John Wiley & Sons, 2009.

FREIRE, P. Pedagogy in Process: The letters to Guinea-Bissau. New York, NY: Seabury Press, 1978.

FREIRE, P. Pedagogy of Hope: Reliving Pedagogy of the Oppressed. New York, NY: Bloomsbury, 1992.

FREIRE, P. Pedagogy of the City. New York, NY: Continuum, 1993.

FREIRE, P. Letters to Cristina: Reflections on My Life and Work. New York, NY: Routledge, 1996.

FREIRE, P. Pedagogy of Indignation. Boulder, CO: Paradigm, 2004.

FREIRE, P. Teachers as Cultural Workers: Letters to those who dare teach, Expanded Edition. Cambridge, MA: Westview Press, 2005.

FREIRE, P. Pedagogy of the Oppressed. 30th Anniversary Edition. New York, NY: Bloomsbury, 2007.

KIRYLO, J. Paulo Freire: The man from Recife. New York, NY: Peter Lang, 2011.

LYNCH, K. The image of the city. Cambridge, MA: The MIT Press, 1968.

MARTUSEWITZ, R.A.; EDMUNSON, J.; LUPINACCI, J. Ecojustice education: Toward diverse, democratic and sustainable communities, 2nd edition. New York, NY: Routledge, 2015.

MORRIS, M. Posthuman education and animal interiority. In: SNAZA, N.; WEAVER, J.A. (Ed.). Posthumanism and educational research. New York, NY: Routledge, 2015. p.44-55.

PETIFILS, B. Researching the posthuman: The “subject” as curricular lens. In: SNAZA, N.; WEAVER, J.A. (Ed.). Posthumanism and educational research. New York, NY: Routledge, 2015. p.30-43.

ROBERTS, P. Paulo Freire: A brief intellectual biography. Oxford Research Encyclopedia of Education. 2017. Retrieved 4 Jul. 2018, from: <http://education.oxfordre.com/view/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-10>. Access in:

SNAZA, N.; WEAVER, J.A. Posthumanism and Educational Research. New York, NY: Routledge, 2015.

THOMAS, P.L.; KINCHELOE, J.L. Reading, writing and thinking: The postformal basics. Rotterdam, The Netherlands: Sense, 2006.