14 SES 16, Celebrating Paulo Freire's Pedagogy of the Oppressed 50th Anniversary
In this paper we describe the dialogic participation that takes place in educational centers in Spain leading learners to develop critical attitudes in lifeand taking them to transform their lives and the one of those around them. Entire neighborhoods have been transformed and have gone from poverty and segregation to become reference wellbeing and quality of life. Freire in his work always highlighted the dialogic nature of people. For Freire, the dialogic action is understood not as a bureaucratic process, but as a critical way of transforming the world. The dialogic action is the way to transform the world around us and achieve that the individuals develop a critical standpoint of the world and in the world. This is a sine qua non condition for Freire, to fight for a much just world. As Freire wrote, people are “beings of transformation, not adaptation.” Continuously we are in dialogue with others, and in this process, we intervene as active and critical agents. The aim of the dialogic action is always to present the truth, by means of dialogue based on the arguments exchanged by the participants in the given action. This is the counterpoint to an education as a bureaucratic practice, senseless, that does not transform the life or the reality of people, but that agrees with reproducing the situations of oppression and adapts the learning and teaching to this type of situations framed in an unequal and unjust social structure. Young and adults participate in educational centresbecause those operates based on a dialogic orientation in terms of Freire (1998, 2004) and Flecha (2000). The possibility of becoming involved in an educational process that goes beyond a bureaucratic practice of knowledge transmission in a banking process, but in a process centered on the possibility of participating in an egalitarian dialogue with all the other educational agents, providing full meaning to attend daily the adult education center to learn. Education for learners in this context is much more than going to listen to the teacher. It is to share all this background that they have acquired in their life experiences; and doing it from a critical standpoint, and not resigning themselves to the life they were destined to live. The participants highlight the transformation of their vital expectations due to this type of dialogic approach to adult education.
Flecha, R. (2000). Sharing Words. Theory and Practice of Dialogic Learning. Lanham, M.D.:Rowman& Littlefield. Freire, P. (1970). Pedagogy of the oppressed. [New York]: Herder and Herder. Frere, P. (1998). A la sombra de este árbol. Barcelona: El Roure. Freire, P. (2004). Pedagogy of Indignation. Bourder, CO: Paradigm Publishers.
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