Pedagogy of the oppressed / Paulo Freire ; translated by Myra Bergman Ramos.
Material type: TextLanguage: English Original language: Portuguese Series: Penguin modern classicsPublication details: London : Penguin Books, 1993.Edition: New rev. edDescription: 156 pages ; 20 cmContent type:- text
- unmediated
- volume
- 9780241301111 (pbk.)
- Pedagogía del oprimido. English
- 370.115 FRE 23 016074
Item type | Current library | Call number | Status | Date due | Barcode |
---|---|---|---|---|---|
Book | Indian Institute for Human Settlements, Bangalore | 370.115 FRE 016074 (Browse shelf(Opens below)) | Checked out | 18/10/2024 | 016074 |
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370.115 DUN 013428 The art of critical pedagogy : | 370.115 FRE 000463 Pedagogy of the oppressed / | 370.115 FRE 000467 Pedagogy of the oppressed / | 370.115 FRE 016074 Pedagogy of the oppressed / | 370.115 FRE 020687 Pedagogy of hope : reliving Pedagogy of the oppressed / | 370.115 FRE 020766 Freirean pedagogy, praxis, and possibilities : projects for the new millennium / | 370.115 HOO 022014 Teaching community : a pedagogy of hope / |
Translation of: Pedagogia del oprimido.
Includes bibliographical references.
Foreword / Richard Shaull
Ch. 1. The justification for a pedagogy of the oppressed; the contradiction between the oppressors and the oppressed, and how it is overcome; oppression and the oppressors; oppression and the oppressed; liberation: not a gift, not a self-achievement, but a mutual process.
Ch. 2. The "banking" concept of education as an instrument of oppression - its presuppositions - a critique; the problem-posing concept of education as an instrument for liberation - its presuppositions; the "banking" concept and the teacher-student contradiction; the problem-posing concept and the supersedence of the teacher-student contradiction; education: a mutual process, world-mediated; people as uncompleted beings, conscious of their incompletion, and their attempt to be more fully human.
Ch. 3. Dialogics - the essence of education as the practice of freedom; dialogics and dialogue; dialogue and the search for program content; the human-world relationship, "generative themes," and the program content of education as the practice of freedom; the investigation of "generative themes" and its methodology; the awakening of critical consciousness through the investigation of "generative themes"; the various stages of the investigation.
Ch. 4. Antidialogics and dialogics as matrices of opposing theories of cultural action: the former as an instrument of oppression and the latter as an instrument of liberation; the theory of antidialogical action and its characteristics: conquest, divide and rule, manipulation, and cultural invasion; the theory of dialogical action and its characteristics: cooperation, unity, organization, and cultural synthesis.
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