Freire’s critical and emancipatory pedagogy
DOI:
https://doi.org/10.18593/r.v45i.23948Keywords:
Freire, Critical pedagogy, Educational policies, RefugeesAbstract
The waves of refugees migrated from different parts of the world to Europe, but also to the United States and Brazil, in this case originating in Venezuela, in particular, and the way they are treated in the countries that "receive" them, motivated us to think about Paulo Freire's philosophical, political, social and pedagogical thinking, based on the most important concepts. This article aims to interpretative analyze based on hermeneutics, especially by Ricoeur (1989) Paulo Freire's contribution to the theoretical and practical foundations of critical pedagogy. First, we stress central concepts of Freire's pedagogy: oppression, consciousness, generative words, culture circle, dialogue, praxis and emancipation. Second, we highlight the centrality of the "political" in the critical pedagogy inspired by Freire, both in terms of educational policies and with regard to learning processes. Third, we l address the possibilities of using Freire's pedagogical approach in the education of refugees and students who are in emergencies contexts. The research showed that the contribution of Freire's thought to a liberating and loving education and to the construction of a collaborative and welcoming society, is undeniable.
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