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Chronicles of Love: My Life with Paulo Freire

Translated by Alex Oliveira- Introduction by Donaldo Macedo

Ana Maria Freire Araújo and Donaldo Macedo

This is a love story, told from the perspective of the woman who knew Paulo Friere perhaps better than any other living person. It is a warm, touching, informative account of the marriage and relationship of Paulo and Nita Freire.
Paulo Freire was born in Recife, Brazil on September 19, 1921 and died in the city of São Paulo on May 2, 1997. He is known throughout the world as the author of a revolutionary literacy method for adults. More than that, he developed a wide-ranging understanding of education based on a reading of the word and of the world.
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Paulo Freire

The Global Legacy

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Edited by Michael A. Peters and Tina Besley

This collection is the first book devoted to Paulo Freire’s ongoing global legacy to provide an analysis of the continuing relevance and significance of Freire’s work and the impact of his global legacy. The book contains essays by some of the world’s foremost Freire scholars – McLaren, Darder, Roberts, and others – as well as chapters by scholars and activists, including the Maori scholars Graham Hingangaroa Smith and Russell Bishop, who detail their work with the indigenous people of Aotearoa-New Zealand. The book contains a foreword by Nita Freire as well as chapters from scholars around the world including Latin America, Asia, the United States, United Kingdom, New Zealand, and Australia. With a challenging introduction from the editors, Michael A. Peters and Tina Besley, this much-awaited addition to the Freire archive is highly recommended reading for all students and scholars interested in Freire, global emancipatory politics, and the question of social justice in education.
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Introduction   Introduction Paulo Freire: The Global Legacy MICHAEL A. PETERS AND TINA BESLEY Education either functions as an instrument which is used to facilitate integration of the younger generation into the logic of the present system and bring about conformity or it becomes the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world . (P AULO F REIRE , P EDAGOGY OF THE O PPRESSED ) Paulo Freire, one of the greatest educators of all time, was

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Chapter 8 CHAPTER EIGHT Paulo Freire’s Prophetic Voice at the Intersection of Liberation Pedagogy and Liberation Theology DÉBORA B. A. JUNKER INTRODUCTION This chapter proposes a brief review of the contributions of Freire’s educational philosophy within the religious field by showing how his faith-based vision was influential for the emergence of liberation thoughts, which included the embryonic liberation theology of the late 1960s and early 1970s in Latin America. More specifically, it analyzes how religious groups, informed by Freire’s teachings, started to

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Paulo Freire

The Man from Recife

James D. Kirylo

The unfolding of Paulo Freire’s philosophy, uniqueness, and the lens through which he viewed the world, which ultimately brought this gentle spirit of a man onto the world stage, began at a young age in his hometown of Recife, Brazil. Remarkably grounded in the wisdom of humility, yet gifted with a determined strength, deep insight, and perceptive intelligence, Freire not only believed in the human spirit, goodness, and the fostering of a more hopeful world, but was also profoundly committed to challenging individuals and political, educational, and religious structures that perpetuated the status quo. To that same end, this book recounts the life and thought of a remarkable man who appeared at a critical point in history, and whose courageous, prophetic voice of conscience remains extraordinarily relevant.
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Chapter 35 CHAPTER THIRTY-FIVE Freire’s Theory as a Reference to Teaching Practice in Adult Education SONIA MARIA CHAVES HARACEMIV AND VERONICA BRANCO INTRODUCTION This chapter presents our experience in pedagogy at Universidade Federal do Paraná (UFPR) in the formation of adult and young adult teachers/educators, and formulations based on the ideas of Paulo Freire, in an attempt to extract elements from their journey to enlighten and contribute to the construction of our own methods. We seek to develop a practice consistent with the statements of the master, who

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Chapter 11 CHAPTER ELEVEN Freire’s Legacy for Communities Seeking Change in Sub-Saharan Africa TIM BUDGE INTRODUCTION The 1960s and ’70s were a time of optimism for emerging nations across Africa. Independence had been successfully negotiated in the 1960s by such countries as Botswana, Zambia, Tanzania, and Senegal and armed struggle across Portuguese African colonies, combined with political changes back in Portugal, led to independence in Angola, Guinea-Bissau and Cape Verde, and Mozambique in the mid-1970s. Paulo Freire was involved with some of these emerging

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Chapter 37 CHAPTER THIRTY-SEVEN Appropriate/Critical Educational Technology Within Freire’s Framework, Toward Overcoming Social Exclusion BEATRIZ LIDIA FAINHOLC INTRODUCTION The intent of the socio-cultural-educational approach for public policies is to strengthen social inclusion—an alternative to the existing lines. In general, this characterizes Latin American education. This approach provides a comprehensive framework and the cross perspective in face-to-face and virtual educational programs applying Freire’s Pedagogy and Cultural and Social Studies. This

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Foreword   Foreword The Understanding of Paulo Freire’s Education: Ethics, Hope, and Human Rights ANA MARIA (NITA) ARAÚJO FREIRE INTRODUCTION It is an honour being here for the first time in New Zealand, in Oceania, invited by the University of Waikato, to receive this tribute to my husband Paulo Freire for the legacy he left to the world, and to speak about this legacy. It is a joy which I will never forget. Before I begin, I want to thank the Philosophy of Education Society of Australasia and the Centre for Global Studies in Education of Waikato University for

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Chapter 4 CHAPTER FOUR Paulo Freire and the Idea of Openness PETER ROBERTS There has been a flurry of pronouncements over recent years about new forms of openness in scholarly and pedagogical activity. Reference has been made to open education, open learning, open knowledge, open technology, open content, open source, open access, and open courseware (Iiyoshi & Kumar, 2008). In surveying some of this work, it sometimes appears as if such initiatives have come from nowhere, with a history no older than a decade or two and no discernible epistemological or ethical