RE-READINGS OF PAULO FREIRE IN THE 21ST CENTURY. FIFTY YEARS OF PEDAGOGY OF THE OPPRESSED
DOI:
https://doi.org/10.5944/educxx1.25640Keywords:
Educational theories, critical theory, educational policy, ethics, theological education.Abstract
Introduction: The publication of Pedagogy of the Oppressed was a
milestone in the history and theory of education that devoted Paulo Freire
as one of the great educators, at the level of Jean Jacques Rousseau or John
Dewey. However, his work already had a complex reception in the United
States and also in Spain. On the occasion of the 50th anniversary of its first
publication, and due to this importance and that difficult reception, this
article analyzes the reinterpretations that have been made of Freire in the
21st century, i.e. the points to which education theorists return. Methodology:
For this, the most important works of the Brazilian have been analyzed
as well as, above all, the most relevant articles of the 21st century. This
included the use of a hermeneutical methodology based on the postulates
of Kederman and Curren, namely, with the intention of returning to the
interesting, inspiring and orienting historical authors for us. Discussion:
In this way, it is observed that the re-readings of Freire have to move him
away from the Marxist postulates in order to re-read it from pedagogical
and political perspectives with less of a link to critical pedagogy, as well
as with a moral and theological interest. Results: As a result, we see a less
ideological Freire with a ductility capable of allowing him to inspire not
only the educational experiences of critical pedagogy, but any educational
practice, which, in the end, is the hope of all great educators.
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