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Paulo Freire

The Global Legacy


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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Chapter Fourteen: How the MST’s Educational Principles in Brazil Respond to Global Capitalism, Neoliberalism, and “Reactionary Postmodernity”



How the MST’s Educational Principles in Brazil Respond to Global Capitalism, Neoliberalism, and “Reactionary Postmodernity”



This chapter discusses how the Landless Workers Movement (Movimento dos Trabalhadores Rurais Sem Terra, or simply, MST), one of the largest and most important social movements in contemporary Latin America, which has struggled for agrarian reform as well as social and economic justice in Brazil, responds to three very important issues under which we live: global capitalism, neoliberalism, and, in Paulo Freire’s words, “reactionary postmodernity.” One of the lessons that the MST has learned from its history in Brazil is that it is not enough to struggle only for land. Education is also a quite important dimension of the MST’s struggles. The MST pedagogy is linked to collective work and the construction of humanist and socialist values. Therefore, this chapter discusses how the MST’s educational principles respond to these three very intertwined, contemporary issues. ← 221 | 222 →

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