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Paulo Freire

The Global Legacy


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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Chapter Thirty-Five: Freire’s Theory as a Reference to Teaching Practice in Adult Education



Freire’s Theory as a Reference to Teaching Practice in Adult Education



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 recommended that the educator recognize and use the knowledge and the life experiences of the learners themselves, to leverage their critical thinking and social background, providing experiences that can sharpen the investigative capacity and commitment to popular groups. The method used in this work is critical-investigative, aiming to reveal reflective practices, where in each one is recognized as autonomous, with a broader view beyond the individual and the world becoming a collective project, in the hope of a better world, more fair and egalitarian.

Those who put into practice my thoughts, strive to recreate it, also rethinking it. And after doing so, have in mind that no educational practice takes place in the abstract, but in a concrete, historical, social, cultural, economic, political context, which not necessarily is identical to another context. (Freire, 1976)

The speech of the master guided us into the incursion of the reality of public schools on the...

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