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Books on the topic 'Freire, Paulo, Adult education Church and education'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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1

Politische Alphabetisierung und Bewusstseinsbildung: Aufgabe kirchlicher Erwachsenenbildung in Burundi am Beispiel der Pädagogik Paulo Freires. Berlin: Lit, 2009.

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2

Ndabiseruye, Alphonse. Politische Alphabetisierung und Bewusstseinsbildung: Aufgabe kirchlicher Erwachsenenbildung in Burundi am Beispiel der Pädagogik Paulo Freires. Berlin: Lit, 2009.

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3

Ndabiseruye, Alphonse. Politische Alphabetisierung und Bewusstseinsbildung: Aufgabe kirchlicher Erwachsenenbildung in Burundi am Beispiel der Pädagogik Paulo Freires. Berlin: Lit, 2009.

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4

Sánchez, Sebastián. Paulo Freire: Una pedagogía para el adulto. Buenos Aires: Espacio, 1993.

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5

1921-, Freire Paulo, and Gelpi Ettore, eds. Pedagogía de la contradicción: Paulo Freire : nuevos planteamientos en educación de adultos : estudio actualizado y entrevista con Paulo Freire. Barcelona, Spain: Anthropos Editorial del Hombre, 1988.

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6

Torres, Rosa María. Educación popular: Un encuentro con Paulo Freire. Buenos Aires: Centro Editor de América Latina, 1988.

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7

Hernández, Jesús. Pedagogía del ser: Aspectos antropológicos y emancipatorios de la pedagogía de Paulo Freire. Zaragoza, España: Universidad de Zaragoza, 1990.

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8

Mayo, Peter. Gramsci, Freire, and adult education: Possibilities for transformative action. London: Zed Books, 1999.

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9

G, Miguel Escobar. Educación alternativa, pedagogía de la pregunta y participación estudiantil: (prólogo de Paulo Freire). Ciudad Universitaria, México, D.F: Facultad de Filosofía y Letras, Universidad Nacional Autónoma de México, 1990.

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10

Andreola, Balduino Antonio. Andarilho da esperança: Paulo Freire no Conselho Mundial de Igrejas. São Paulo: ASTE, 2005.

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11

Radical heroes: Gramsci, Freire, and the politics of adult education. New York, USA: Garland Pub., 1998.

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12

Patrick, Costello, ed. Literacy and power: The Latin American battleground. London: Earthscan, 2009.

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13

Pedagogía de la contradicción : Paulo Freire nuevos planteamientos en educación de adultos. Barcelona, España: Editorial Anthropos, 1988.

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14

Ensinar e Aprender com Paulo Freire: 40 Horas 40 Anos Depois. Cortez, 2002.

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15

Pedagogy of Faith: The Theological Imagination of Paulo Freire. Bloomsbury Publishing Plc, 2017.

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16

Leopando, Irwin. Pedagogy of Faith: The Theological Vision of Paulo Freire. Bloomsbury Publishing Plc, 2019.

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17

Coben, Diana. Radical Heroes: Gramsci, Freire and the Poitics of Adult Education. Taylor & Francis Group, 2015.

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18

Costello, Patrick, and David Archer. Literacy and Power: The Latin American Battleground. Taylor & Francis Group, 2013.

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19

Garcia Júnior, Colez. Richard Shaull, um educador presbiteriano. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-516-3.

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Abstract:
The research that gave origin to the present work is constituted from a document produced by Richard Shaull, missionary of the Presbyterian Church of the United States working in Brazil, when he occupied the vice-presidency of the Mackenzie Institute, in 1960-1961. Marcel Mendes, in his book Tempos de Transição (Transition Times) (2016), mentions the document, stating that it had not yet been the object of a critical analysis. The present work is proposed to carry out such an analysis. From this document, and taking into account the whole cultural biography of Shaull, it is sought to evaluate its pedagogical contribution, not as explored as the theological aspect in the works of the said author. Recognizing the connection, also described as "porosity" in Shaull, between theology, missiology, eschatology, pedagogy and sociology, in a true interdisciplinarity, the work seeks to map Shaull's insights to education from his theological-missionary journey. In constructing such mapping, one starts with the educator's formation process, continuing with his academic and missionary experiences, considering the role played by his teachers and his students in his role as a social educator. Qualifying him as a social educator in his work, he seeks to bring his work closer to the theoretical framework represented by the work of Paulo Freire (1921-1997), a Brazilian educator with whom Shaull identifies himself. It is followed by the analysis of two documents: a) Shaull's prologue to the English version of Paulo Freire's A pedagogia do oprimido (The Pedagogy of the Oppressed); and (b) the Shaull’s report on the period in which he held the vice-chair of the Mackenzie Institute. The work is concluded, seeking to return to Shaull's insights identified throughout the text and to point out, from them, the paths that open them to an organic Christian activity in education.
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