====== Paulo Freire (1921–1997) ======
===== Biography =====
Paulo Freire was born in Recife, Pernambuco, in northeast Braz... nking Education and Problem-Posing Pedagogy ====
Freire's most enduring conceptual contribution is his cr... This shift from transmission to dialogue is, for Freire, both an epistemological and an ethical claim: kn
edited book series with Stanley Aronowitz, Paulo Freire, and Joe L. Kincheloe, contributed widely to jour... and disempowering — and in creative dialogue with Freire's concept of //conscientização//, Giroux argues t... s fissures of opposition, hope, and agency. Where Freire's banking model critiques the one-directional dep... me time, Giroux (1979) has not been uncritical of Freire, pointing to residual idealism in Freire's belief
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==== Grundtvig and Critical Pedagogy: Freire, Horton, and the Civil Rights Movement ====
Perh... res of twentieth-century critical pedagogy: Paulo Freire and Myles Horton. Freire, though living in a different century and continent, shared Grundtvig's core con... or death." Danish scholar K. E. Bugge argued that Freire's work was a natural extension of Grundtvig's vis
ss" tradition associated in the West with [[paulo_freire|Paulo Freire]] by more than four decades.
* Hồ Chí Minh. (1927). //Đường Kách Mệnh// [The Road to Revo... ewey|John Dewey]]'s learning by doing and [[paulo_freire|Paulo Freire]]'s insistence on praxis.
* Hồ Chí Minh. (1961). Bài nói tại Đại hội giáo dục phổ thông t
zenship, from William Heard Kilpatrick to [[paulo_freire|Paulo Freire]] to [[henry_giroux|Henry Giroux]].
* Dewey, J. (1916). //Democracy and Education//. Macm... ates, and social justice educators today. [[paulo_freire|Paulo Freire]]'s dialogical pedagogy, with its insistence that students must be active subjects of their
arner as a vessel — an anticipation of what Paulo Freire would later call the "banking" model of education... as Osorio (2012) holds that de Hostos "prefigured Freire" in treating education as a civic responsibility ... ization and authoritative pedagogy resonates with Freire's //Pedagogy of the Oppressed//, his developmenta
nal theory, Cordero y Molina practiced what Paulo Freire would later call conscientização: the awareness a... al of Health-System Pharmacy, 74(5), 312–324.
* Freire, P. (2017). Pedagogy of the oppressed (50th anniv
ome Bruner]]'s discovery learning through [[paulo_freire|Paulo Freire]]'s insistence that the oppressed must name their own world — is explicit in its democratic
ogy opens onto the critical pedagogies of [[paulo_freire|Paulo Freire]] and [[henry_giroux|Henry Giroux]]. Few educational thinkers of the twentieth century cast
