Relecturas de Paulo Freire en el siglo XXICincuenta años de Pedagogía del Oprimido

  1. Gonzalo Jover Olmeda 1
  2. David Luque 2
  1. 1 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

  2. 2 Universidad Rey Juan Carlos
    info

    Universidad Rey Juan Carlos

    Madrid, España

    ROR https://ror.org/01v5cv687

Revista:
Educación XX1: Revista de la Facultad de Educación

ISSN: 1139-613X,  2174-5374

Año de publicación: 2020

Volumen: 23

Número: 2

Páginas: 145-164

Tipo: Artículo

DOI: 10.5944/EDUCXX1.25640 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Educación XX1: Revista de la Facultad de Educación

Resumen

Introduction: The publication of Pedagogy of the Oppressed was a milestone in the history and theory of education that devoted Paulo Freire as one of the great educators, at the level of Jean Jacques Rousseau or John Dewey. However, his work already had a complex reception in the United States and also in Spain. On the occasion of the 50th anniversary of its first publication, and due to this importance and that difficult reception, this article analyzes the reinterpretations that have been made of Freire in the 21st century, i.e. the points to which education theorists return. Methodology: For this, the most important works of the Brazilian have been analyzed as well as, above all, the most relevant articles of the 21st century. This included the use of a hermeneutical methodology based on the postulates of Kederman and Curren, namely, with the intention of returning to the interesting, inspiring and orienting historical authors for us. Discussion: In this way, it is observed that the re-readings of Freire have to move him away from the Marxist postulates in order to re-read it from pedagogical and political perspectives with less of a link to critical pedagogy, as well as with a moral and theological interest. Results: As a result, we see a less ideological Freire with a ductility capable of allowing him to inspire not only the educational experiences of critical pedagogy, but any educational practice, which, in the end, is the hope of all great educators.

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Fuente de los datos: Dialnet