![]() On the contrary, Freire has always argued that his work was incomplete. Although Paulo Freire's legacy results from these readings, convergences, and connections, his “thought in action” has never been dominated/limited by any school or ideological tendency. Since then, this base has been mixed with the convergences and connections of ideas that go from Piaget to Gramsci, reaching the possibilities of complements, partnerships, thematic extensions, and conceptual reinventions. Hegel and the “superstructural” Marxism influenced the continuity developed in Pedagogia do oprimido (1984b). as well as the ideologists of Instituto Superior de Estudos Brasileiros (ISEB) and Dewey among others, influenced Freire's ideas initially and until the mid-1960s. From the ideals of the progressive Catholicism and the developmentalist nationalism of the 1950s and 1960s-present in his works Educação e atualidade brasileira (1959) and Educação como prática da liberdade (1984a)-of the Marxist progressivism-increasingly present in Pedagogia do oprimido (1984b), Ação cultural para a liberdade e outros escritos (1984c), Educação e mudança (1979)-passing through the “African writings,” among others, until his declared “progressive postmodernism”-present in Pedagogia da esperança (1996)-many thinkers influenced Freire, to a lesser or greater extent. Since the beginning, Paulo Freire's pedagogy feeds on its basic readings, convergences, and connections with other thinkers of the human/social sciences and education.
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