FromThe Pedagogy of The Oppressed to An Educational Policy Model
Abstract
This article analyzes the historical, dialectical and educational aspects refering to the
Keywords: Pedagogy of the OppressedSocial PedagogyDehumanizationAngicos Literacy ProjectSocio-cognitive EmancipationEducational Policies
1.Introduction
pedagogy world, in wich there are debated themes born in the middle of the literacy from Brazil in the
60`s. This work of Social Pedagogy shows and analyzes deeply the problem of political and economical
oppression in Latin America, in relation with the historical phenomenon of colonization and
psychosocial matters. Over his career and pedagogy work, Freire tries to elaborate an adapted at a poor
social environment curriculum. In this context, he tries to start and implement actions of literacy, wich
purpose is to fight for the autonomy for thoes who are exploited in the process of alienation of the human
beeing by men. His ideas are reported specifically at thoes who are illiterate, at thoes who, having no
knowledge about writeing or reading, had no political, community or cultural rights, not knowing the
name of a bus, a street or a product from a store, not beeing able to read
an administrative document etc. Illiteracy it`s transposing itself in a form of social invisibility that Freire
tries to combate by social pedagogy methods, not only by political approach or politicizing. He is
considering his difficult personal stories seen as inevitable in the way of social and cognitive
emancipation.This is the resource and the binder of the implementation of an epistemological revolution
in
experience of each and every person who needs to be known, respected and harnessed at an social
pedagocial level.
2.Angicos Literacy Project: Historical, Social and Pedagogical Perspectives
necessary in a social context determined history. In agreement with the paradigm of social pedagogy, the
project of literacy from Angicos is designed by reference to the general social situation of the 1960’s,
who have represented a historical period for Europe, USA and Latin America, characterized by the
proliferation of political movements and cultural, educational and religious, the appellant tending
democratic renewal. Freire’s pedagogy reflect this historical context and designing a road map in the field
of adult literacy organic achievable by means of special education, in an area marked by cultural
ignorance and social dependency.
The program will debut in 1962, thanks to the Convention signed between the SEC (
thus creating the possibility to develop a literacy project with funding from the
(Vittoria, 2010). Freire proposes a method of literacy in Angicos, a small town in northern Brazil and
isolated, which at that time had a mortality of 60 percent of all new-born children and an illiteracy rate of
over 70 percent of the inhabitants of the town, after the dates offered by the journalist Luiz Lobo (Lobo,
1963). You must note the exceptional creativity demonstrated in the area of educational technology,
necessary in a socio-cultural and economic context extremely vulnerable that inhibit the achievement of
literacy through viable solutions and pedagogical reasons, not only political or community. Freire noted
that during that period, the technique of learning reading and writing felt the paradoxes between
technique of learning cut off from the context, far removed from the reality of social psychological and
educated, in a critical situation, high vulnerability, Freire will create a new Social Pedagogy, developing
an original educational technology which reflects an entirely metodological philosophy of the
exceedingly difficult process of adult literacy.
2.1 The Praxis of Emancipation
For an understanding of the psychological identy dimension of learning oral and writtenlanguage
by adults, will be essential reporting to psychological theories that examine fundamental learning,
providing important suggestions in
Such a theory of learning, to facilitate an understanding of Paulo Freire’s literacy methodology, is
the one developed in
theoretical approach in social-interactive perspective, which argues that the intellectual development of a
human being can not be considered in a social vacuum, but in the
According to this theory, the acquisition of spoken language and its written code favours the elaboration
of subjective language intrapsychic, i.e. training, through social interaction (priority sociocultural and
affective) of an interior able to maximize language learning under the condition of social training.
Vygotsky, which apparently it inspires Freire, believes that only through national language, acquired in
social learning situations can be harnessed narrative of the availability of educated, their ability to
organize the emotions that give an existential sense of history in each individual.
Learning approach in the spirit of Vygotsky’s theory, reflected in Freire’s Social Pedagogy, allows
you to define conceptual literacy that represents, at the same time cultural, affective and social,
psychosocial and educational act is located in an enclosed space, and reported on the history of the
community in general and the individuals who compose it- in particular.
From a psychological point of view, we are able to manage what they feel and to convey in a
comprehensible manner what can represent a topic with relevant significance not only for others, but also
the context in which we live. In support of this idea, we call on an expression that belongs to Paulo Freire,
author of history of its own subject passed which can discover, at the same time (idea promoted also by
Pestalozzi’s pedagogy), his own humanity, which allows it to be recognized as an active member of
humanity (or community) with its own features. The acquisition of language is linked to the possibility of
using symbolic functions that organize thoughts and representations that we have about things, about the
world and about ourselves. What interests us here is to understand how written language-reading
interferes with the ability to produce subjectivity as a fundamental factor in human history, providing the
possibility for any human being to become conscious of themselves, of their own sources and resources,
to express itself according to its own characteristics, needs and abilities.
As well, the philosopher Alain Badiou exposed in the subject's
over the subjectivity (process in which language learning is important in the formation of consciousness,
how to be with respect to its own history) is an act of justice and is the basis for creating equal relations in
the same manner as these subjectivity are recognized. When people understand and make themselves
understood, there is
necessary conditions for a harmonious and companionships efforts, which, in turn, creates prerequisites
for the respect for human dignity in the spirit of active citizenship.
Literacy is not, however, automatically generating the emancipatory and subjectivity. It depends
on the type of relation and of pedagogical objectives (psychological and social), assumed by the educator
as a subliminal vector in transmission patterns of bias and worldview. One can even say that any
educational report is based on a relationship of power, by configuring a conception on the human
relations. Danilo Dolci (1924-1997), italian popular educator, social activist, sociologist- who
alphabetized whole rural communities oppressed by the Sicilian Mafia in the 1950’s in the spirit of
opposition to powerty and social exclusion, exposed such domination power connotations:
belongs to all, everyone can think, act, can decide what he wants to, everyone can express their own
potential, could become the subject of one's own project of life and the subject of a broader human
and adult literacy is a priority, a complex process of liberation. There is no doubt that illiteracy is viewed
as a consequence of poverty and lack of equality.
Therefore, the process of literacy is not only cognitive but also social, even "ideological". The
method focuses on literacy development for learning, socratic dialogue after forming people who learn to
listen. Freirean educator values
context of the collective, to learn and to emancipate.
2.2 The Dialectics of Praxis - a Source of Historical Synchronic and Diachronic Analysis
over the world. Elements of dialectical thinking, one of the most important parts of holistic thinking are
found in
process of self-development of the idea, determined by internal contradictions.
Paulo Freire’s method of literacy leverages that epistemological curiosity, developed as an object
of science, which is dynamic, allowing all members of the group to be participatory through the praxis-
sitemap. For the purposes mentioned by Aristotle, the concept of
reflection, achievable through a critical distancing towards the world, necessary to contribute to the
transformation that world in a less unjust world, less bad, less inhuman. This transformation process aims
to learning social justice, validated on a personal level, but also collective. Stimulate awareness of
individuals through a genuine, political education, in a general sense, civic. With her help, people could
acquire knowledge and exploited power because foster literacy and social-political perception. In this
instance, it cannot be separated from the political : Each pedagogical act is a political act in favor of the
oppressed, the convicts of the society (Freire, 1970).
Epistemological revolution undertaken by Paulo Freire is accomplished by creating a methodology
in which literacy is based on words arising from the familiar language of the community-
order to return (through language) to the people cultural dignity of community members in the research of
repositioning, able to create moments of dialogue and productive confrontation in an educational,
psychosocial plan.
In the education of
Circles using the traditional layout of the class only if the Board or plates. Instead of frontal lessons,
Freire proposes a circular organization of the class, favouring in this way the interaction and dialogue
between educators and students, which gradually became subjects of knowledge process. This educational
process predict layout in the context of the roundness of a system of training that does not simply transfer
information from educator to student, but ask the tutor to build learning together with students, a generic
type to putting the
Adult person need to listen, but also re-discuss the word, to be able to receive and generate further
meanings and meanings. In this context, the word is not a trainer alone, provided the person who teaches,
but a common good of the group that reflects, discusses, develops through reasoning on the word itself.
In this direction lies, incidentally, and circularity in the perspective of culture of a democratic and
participatory education.
From the perspective of contexts, Crop Circles were organized in informal places: in prison, in
different public spaces (including school) or even in the homes of those who were going to be literacy’s.
Thus, the condition is created to the issue of the relationship between educator and educated by the
didactic discourse constraints traditionalist, magistrocentrist, centered solely on the authoritarian values
of education conducted in a formal school environment, relatively closed.
At the level of theory, training of teachers, normativity designed in the spirit of
Paulo Freire’s method involves
Community debate within circles of culture, that same relevant issues, facts, experiences, the way of
understanding reality. In this first step, educators tried to live with those educated, entering into contact
with individuals, families, small groups, daily situations, without thereby be established in an invasion of
the community itself.It is addressed to the local community to explain intentionality’s.
for literacy. The universe is made up of vocabulary explored common words, proverbs, songs, and
research opportunities are represented by prayers, holidays, meetings of Union-led so as to reduce the
maximum possible distance between the researchers and the community. It is a process that has as a
principle treating educated as you own research subjects, reflecting together on social reality and the
words described. At this stage occur: a) selecting the
local popular language, underscoring hopes, anxieties, frustrations, future intentions, etc..; b) applying an
evaluation criterion in the triple when selecting words and enhancement:: b-1) syntactic criteria (wealth,
phonetic complex degree of difficulty); b-2) semantic criteria (major/minor intensity of the link between
word and you decide); b-3) pragmatic criteria (major/minor possibility of awareness that the word itself,
in conjunction with a range of socio-cultural reactions he generates from a person or group who uses it).
The word is itself generating thought, communication, dialogue, emotion and meaning. This was
in particular an understanding of the context in its historical dimension and daily life. The language was
first of all lived in the context of the interaction between the subjects integrated into a specific contextual
reality. Research universe activity involves vocabulary learning and teaching debate. The minimum unit
of research gets the
significance to the world at an idea to a reality, at the intentionalities, the history of that. In this sense,
Freire refer that " (...) the problem arises not so reading the word, as a more rigorous reading of the
world that always precedes the word reading. The word is not an exclusivity of the trainee, offered by the
person who teaches, but a common good of the group that reflects, discusses, develops through reasoning
words with important significance for community and allowed a phonetic adaptation in learning. These
terms were defined by the formula of
generating circles of Angicos recall the culture in daily life:
community in the form of a drawing, a slide or holder is visible as an x-ray of community life. Cases,
coded in these "exposures" were decoded through collective discussions, by discovering their real
meanings. The methodology proposed by Freire, as educational technology subordinate to Social
Pedagogy, constitutes a cultural tool not only for educators, but also for those educated. Once
learners groups formed new words, which, in turn, seemed familiar, and learned from their own context.
For example, the word TIJOLO (brick) was decomposed into syllables [ TI-JO-LO] , then there were
other identified similar syllables as follows: [ TA] [ TE ] [ TI ] [ TO] [ TU ] ; [ JA] [ JE ] [ JI ] [
JO] [ JU ] ; [ LA] [ LE ] [ LI ] [ LO] [ LU ] (Freire apud Lyra, 1996). Combining various syllables
from among those groups of students as exemplified, discovered new words-for example TELA (textile
factory). Another example is the word
of the community, whereas the bus was the only means of transportation with which they reach other
cities and towns (ibid., p. 31). Learning content thus are identified with learning process itself.
The three-stage process that emphasizes the pedagogical developed essential teaching actions
Freire and socio-cultural objectives which are specific to the: a) literacy; b) raising awareness; c) release.
The basic idea is that literacy is not an end in itself or a simple buying technique, but a constructive
pedagogical process which ensures that the rapprochement with the literate people of his own life,
realizing gradually, through awareness-raising, social context, the environment in which it participates, so
an individual release in communion with others.
3.Responses for Educational Policies following The Pedagogy of the Oppressed
The concepts used by
experience, dialogue, generative themes, codification, conscientization, education in which knowledge is
a gift bestowed by those who consider themselves knowledgeable upon those whom they consider to know
and oppression from the marginalized people of symbolic violence, turning it into a practical theory that
can provide ideas for reorienting educational policies from every corner of the world. Developed on the
basis of the language of the community, the experience of Angicos in literacy had a surprising efficiency
demonstrated at the level of creative and communicative potential of the literacy’s. It is known in history
as the experience of the 40 hours of Angicos, because of the 300 days allocated to project complex,
literacy itself was done over a period of 40 days and 40 hours.
The process of engaging the general public in conjunction with the tendency to transform reality in
democratic terms as favored quickness in learning processes. On the other hand, it is equally true that the
social context of renewal, as Freire noted, clearly influenced the success of the project based on a specific
social literacy pedagogy. Freire himself points out that, in reality, a lot depends on literacy and historical
context in which it is carried out, certainly this historical climate influence learning time :
to take the activity in the 1960s, and another, completely different, to work in the 70’s…What conditions
could cause a stimulus within the meaning of the word, and reading world dominance, in the silence, like
these two poles must be taken into account: on the one hand, the objectives of social conditions,
historical; on the other hand, the conditions of those involved in the process of literacy. The results, more
or less positive, not only for pleasure or less learning, because colonialism lives in a specific social
dependence. With regard to the process, since that time, Freire mentioned:
order not to exaggerate both the issue of the 40 hours, and on the right to read and write (ibid., pp. 29-
30-31).
The methodological philosophy inspired by Latin American space generates complex implications,
emphasizing the idea of becoming a human during and following the communication process in
communion with others - in other words,
Vittoria, 2010). It lies in the educational practice in observing the events, in dialogue with students in
what we can define generic reading experiences. The impact of educational technology launched by
brazilian educator will be reflected widely in open context, at the level of practice, and pedagogical
theory. It is a measurable impact in the area of
Psychology to Sociology, Curriculum Instruction, but also the Management classof students.
Teaching should (re)become a communication experience, an experience of human relations,
dialogue and cooperation, rather than a process of transmitting knowledge with one-way. Furthermore, he
must become a means of removing the obstacles that lie in the path of communication between
individuals, classes and social groups, between Nations. This is the most significant contribution that the
knowledge and experience they can bring to the development of education, training and educating the
young generation.
perspective of curriculum paradigm’sconceptual framework, understood and addressed as a paradigm of
the postmodern pedagogy, affirmed in postmodern society, knowledge-based information, and on respect
for social rights, democratic, cultural and educational figures, each.
Defining educational policies should be a process that is emerging problems, formulating
questions, searching for answers, and solutions are proposed taking into account the historical, cultural,
personal and social, the educational action. The theory cannot be dissociated of practice, she derives from
it and they interrelated toeach other, leading to a development of pedagogical science in tacit spirit of
posteriori knowledge - that "knowledge cannot be separated from the production activity which
for all data analysis experience relating to human under the action of a community bounded in time and
space, reported to the social conditions, political etc.. The concrete content of human action composed of
all individual needs, with their special and peculiar implications is the origin theory.
In the field of Education Policies must lie on an important place of education achievement
facilitating participatory experiences, interpreted as a social fact that take advantage of efficient human
resources through: a) promotion of genuine democracy; b) the holistic vision of the human being over; c)
targeting the socio-cultural and anthropological understanding of personality education, in the context of
the environment in which they live and thrive; d) increasing the role of social reality analysis in decision-
making (the finality of education should reflect the requirements of the wider society/community
narrow); e) the development of national plans for integration into the socio-cultural environment, in
economic, political, moral; f) the expansion of the company's educational function.
Paulo Freire commented on the experience of Angicos in the terms expressed profound
psychosocial dimension, its educational technology, developed in a spirit of social reform, teachers can
even revolutionary: "We broke a number of methodological tabù’s. We exceeded the school through what
we call culture Circles, I exceeded the student through the participant to the debate, the traditional lesson
through dialogue, academic program through sociological situations that provoke reflection and debate
with the groups that propose and achieve a level of knowledge that exists and that's tied to people's
4.Conclusions
The concepts are universal for freirean methods that transcend time. Practice without analysis does
not produce change, just constant confrontation between theory and practice will produce new insights.
any specific disciplinary, cross because it is becoming deeply human. A historical process
marginalisation precedes dramatic, complex in terms of its devastating trauma, by the size of the
segments that we influence life: language, culture, economy, religion. It is a form of symbolic violence
that nullifies the individual identities of entities/a people, causing a real cultural schizophrenia.
Educational transformation of reality from an unjust society, in a more open and democratic, can be done
through critical analysis and the maturing of popular culture traditions, celebrations, legendary figures,
the uniqueness, its religiosity, which expresses the social and creative culture.
Historical sight is one of the basic principles of the Freire’s philosophy - inside of history it
construct a process of becoming, of integration into the world and not adapting to the world; Human
history, as a possibility, as the force of the human dream, may facilitate the construction of new
hypotheses of reading of the world- today we can learn how to design the future as a permanent
dialectical opposition between consciousness and the world.
complexity, acting through the dialectic between action and reflection on the action itself, constructing
theory, critical reflection on the practices of exclusion.
be challenging for rethinking Education Policies from Romania and from anywhere. Perfectibility is a
sine-qua-non of
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About this article
Publication Date
25 May 2017
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Subjects
Educational strategies, educational policy, organization of education, management of education, teacher, teacher training
Cite this article as:
Rotaru, M. (2017). FromThe Pedagogy of The Oppressed to An Educational Policy Model. In E. Soare, & C. Langa (Eds.), Education Facing Contemporary World Issues, vol 23. European Proceedings of Social and Behavioural Sciences (pp. 241-249). Future Academy. https://doi.org/10.15405/epsbs.2017.05.02.31