The Resource Pedagogy of the oppressed, Paulo Freire ; translated by Myra Bergman Ramos

Pedagogy of the oppressed, Paulo Freire ; translated by Myra Bergman Ramos

Label
Pedagogy of the oppressed
Title
Pedagogy of the oppressed
Statement of responsibility
Paulo Freire ; translated by Myra Bergman Ramos
Creator
Subject
Language
  • eng
  • spa
  • eng
Summary
20 years on, this revolutionary work has been revised and updated, and Paulo Freire outlines a blueprint for revolution. This is a fascinating account which continues to influence educationalists across the world
Member of
Cataloging source
EQF
http://library.link/vocab/creatorDate
1921-1997
http://library.link/vocab/creatorName
Freire, Paulo
Dewey number
370.1
Index
no index present
LC call number
LB880.F73
LC item number
P4313 1996
Literary form
non fiction
Nature of contents
  • dictionaries
  • bibliography
http://library.link/vocab/subjectName
  • Education
  • Liberty
  • Liberté
  • Éducation
  • Éducation
  • Liberté
  • Education
  • Liberty
  • Erziehung
  • Freiheit
  • Pädagogik
  • Unterdrückung
  • Educação (estudo e ensino)
  • Educação de adultos
  • Prática de ensino
  • Kritische Pädagogik
  • Unterdrückung
Label
Pedagogy of the oppressed, Paulo Freire ; translated by Myra Bergman Ramos
Link
Instantiates
Publication
Bibliography note
Includes bibliographical references
Carrier category
volume
Carrier category code
nc
Carrier MARC source
rdacarrier
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
Chapter 1: the justification for a pedagogy of the oppressed; the contradiction between the oppressors and the oppressed, and how it is overcome; oppression and the oppressors; oppression and the oppressed; liberation -- not a gift, not a self-achievement, but a mutual process. -- Chapter 2: the "banking concept" of education as an instrument of oppression -- its presuppositions -- a critique; the problem-posing concept of education as an instrument for liberation -- its presuppositions; the "banking" concept and the teacher-student contradiction; the problem- posing concept and the supersedence of the teacher-student contradiction; education -- a mutual process, world-mediated; people as uncompleted beings, conscious of their incompletion, and their attempt to be more fully human. -- Chapter 3: dialogics -- the essence of education as the practice of freedom; dialogics and dialogue; dialogue and the search for programme content; the human-world relationship, "generative themes", and the programme content of education as the practice of freedom; the investigation of "generative themes"; the various stages of the investigation. -- Chapter 4: antidialogics and dialogics as matrices of opposing theories of cultural action -- the former as an instrument of oppression and the latter as an instrument of liberation; the theory of anti-dialogical action and its characteristics; conquest, divide and rule, manipulation, and cultural invasion; the theory of dialogical action and its characteristics -- cooperation, unity, organization and cultural synthesis
Edition
New rev. ed.
Extent
1 online resource (164 pages)
Form of item
online
Media category
unmediated
Media MARC source
rdamedia
Media type code
n
Specific material designation
remote
System control number
(OCoLC)1036810202
Label
Pedagogy of the oppressed, Paulo Freire ; translated by Myra Bergman Ramos
Link
Publication
Bibliography note
Includes bibliographical references
Carrier category
volume
Carrier category code
nc
Carrier MARC source
rdacarrier
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
Chapter 1: the justification for a pedagogy of the oppressed; the contradiction between the oppressors and the oppressed, and how it is overcome; oppression and the oppressors; oppression and the oppressed; liberation -- not a gift, not a self-achievement, but a mutual process. -- Chapter 2: the "banking concept" of education as an instrument of oppression -- its presuppositions -- a critique; the problem-posing concept of education as an instrument for liberation -- its presuppositions; the "banking" concept and the teacher-student contradiction; the problem- posing concept and the supersedence of the teacher-student contradiction; education -- a mutual process, world-mediated; people as uncompleted beings, conscious of their incompletion, and their attempt to be more fully human. -- Chapter 3: dialogics -- the essence of education as the practice of freedom; dialogics and dialogue; dialogue and the search for programme content; the human-world relationship, "generative themes", and the programme content of education as the practice of freedom; the investigation of "generative themes"; the various stages of the investigation. -- Chapter 4: antidialogics and dialogics as matrices of opposing theories of cultural action -- the former as an instrument of oppression and the latter as an instrument of liberation; the theory of anti-dialogical action and its characteristics; conquest, divide and rule, manipulation, and cultural invasion; the theory of dialogical action and its characteristics -- cooperation, unity, organization and cultural synthesis
Edition
New rev. ed.
Extent
1 online resource (164 pages)
Form of item
online
Media category
unmediated
Media MARC source
rdamedia
Media type code
n
Specific material designation
remote
System control number
(OCoLC)1036810202

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