Le philosophia pedagogic del educator brasilian Paulo Freire

(Languages of this post: Interlingua, English)

Le ideas philosophic del educator brasilian Paulo Freire es un mixtura de principios pedagogic traditional con ideas marxiste e anticolonialiste. Su obra le plus famose es “Pedagogia del opprimitos”--un extension del ideas de Frantz Fanon, le quales accentuava le necessitate de cambiar le contento traditional del education europee pro le victimas del colonialismo europee e american.

Le problema le plus grande del education, secundo Freire, es considerar un schola como un banca e un studente como un conto de banca que debe esser plenate con le contento del curriculo del schola como si illo esseva un quantitate de moneta ben definite.

Le ideas de Freire es multo simile al philosophia de Rousseau, secundo le qual le studente debe esser un agente active in le determination del contento de su education e in su maniera de apprender lo que ille necessita pro complir su objectivos in le vita.

Le philosopho american John Dewey anque fortemente dubitava le valor de factos solmente in le education sin le transmission simultanee de cognoscimentos de contextos general que permitterea le organisation de iste factos pro le praxis, o sia, le application de illos in activitates practic.

Paulo Freire anque habeva un aversion forte contra le dichotomia inter le studente e le professor. Rousseau e Dewey anque voleva reducer iste division de rolos. Ben que experimentos con infantes in le prime annos de lor scholarisation ha establite que iste differentia es essential, in le education de adultos con experientia in le vita, Freire ciscoperiva, iste dichotomia pote esser contraproductive.

In 1962, durante que Freire esseva un professor de education in le Universitate de Recife, le capital del stato brasilian de Pernambuco, ille probava le utilitate de su philosophia de education post alphabetisar in solmente 45 dies 300 obreros qui travaliava in le campos de canna de sucro. In responsa a iste complimento le governamento brasilian establiva milles de institutos in omne partes del pais pro replicar lo que Freire habeva facite.

In 1964 le governamento militar del Brasil claudeva iste institutos e imprisionava Freire pro un periodo de 70 dies. Post un exilio breve in Bolivia, Freire travaliava pro un movimento de reforma pedagogic in Chile, e postea ille travaliava pro le Nationes Unite. In 1967 ille publicava su prime libro, “Education como le practica del libertate”. Intra circulos pedagogic, iste obra tosto deveniva ben recognoscite, e Freire veniva al Statos Unite pro inseniar su ideas al Universitate de Harvard.

Un pauco postea in 1968 appareva su “Pedagogia del opprimites” in portugese. Iste obra tosto esseva traducite al espaniol e al anglese. A causa del opposition del governamento militar brasilian a su ideas socialistic, iste obra se publicava in le Brasil solmente in 1974, quando le general Ernesto Geisel comenciava un processo multo lente del liberalisation politic in le pais. Al fin de su carriera, Freire travaliava con problemas de reforma pedagogic in le ancian colonias portugese in Africa, particularmente Guinea Bissau e Moçambique.

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The philosophical ideas of the Brazilian educator Paulo Freire are a mixture of traditional pedagogical principles with Marxist and anticolonialist ideas. His most famous work is “Pedagogy of the Oppressed”--an extension of the ideas of Frantz Fanon, which emphasized the need to change the content of traditional European education for victims of European and American colonialism.

The biggest problem of education, according to Freire, is to consider a school to be a bank and a student as a bank account that has to be filled with the content of the school’s curriculum as if it were a well-defined amount of money.

Freire’s ideas are very similar to the philosophy of Rousseau, according to which a student should be an active agent in the determination of the content of his education and in his way of learning the things he needs to accomplish his objectives in life.

The American philosopher John Dewey also strongly doubted the value of facts alone in education without the simultaneous transmission of insights into general contextual frameworks that would allow the organization of these facts for praxis, in other words, their application in practical activities.

Paulo Freire also had a strong aversion to the division between student and teacher. Rousseau and Dewey also wanted to reduce this division of roles. Though experiments in with chidren in the first years of their schooling have established that this difference is essential, in the education of adults with life experience, Freire discovered, this division can be counterproductive.

In 1962, while Freire was a professor of education in the University of Recife, the capital of the Brazilian state of Pernambuco, he proved the usefulness of his philosophy of education after teaching basic literacy in only forty-five days to 300 workers who worked in the sugar-cane fields. In response to this accomplishment the Brazilian government established thousands of institutes in all parts of the country to replicate what Freire had accomplished.

In 1964 the military government of Brazil closed these institutes and imprisoned Freire for a period of seventy days. After a brief exile in Bolivia, Freire worked for a teaching-reform movement in Chile, and afterward he worked for the United Nations. In 1967 he published his first book, “Education as the Practice of Liberty.” Within teaching circles, this work soon became well recognized, and Freire came to the United States to teach his ideas at Harvard University.

Shortly afterward in 1968 “Pedagogy of the Oppressed” appeared in Portuguese. This work soon was translated into Spanish and English. Because of the opposition of the Brazilian military government to his socialist ideas, this work was published in Brazil only in 1974, when General Ernesto Geisel started a very slow process of political liberalization in the country. At the end of his career, Freire worked on problems of pedagogical reform in the former Portuguese colonies in Africa, particularly Guinea Bissau and Mozambique.