باولو فريري
ينبغي ألا يصبّ التعليم الحقائق في طلاب سلبيين، بل أن يساعد المقهورين، عبر الحوار، على فهم عالمهم وتغييره.
التموضع
مربٍّ برازيلي: في مواجهة التعليم «المصرفي»، يتعلم المقهورون بالحوار أن يقرؤوا الكلمة والعالم – الوعي النقدي (conscientização) طريقًا إلى التحرر.
الأفكار الرئيسة
- تعليم المقهورين
- نقد التعليم المصرفي
- الوعي النقدي (Conscientização)
التأثير
تأثّر بـ 8
جورج فيلهلم فريدريش هيغل
تأثّر بـ
Freire drew on Hegel’s master–slave dialectic to argue that only the oppressed, by freeing themselves, can also free their oppressors (Pedagogia do oprimido, written 1968). P. Freire, Pedagogia do oprimido (written 1968); G. W. F. Hegel, Phänomenologie des Geistes (1807)
التوثيق: مسودة بالذكاء الاصطناعي
جورج فيلهلم فريدريش هيغل › 1770–1831
كارل ماركس
تأثّر بـ
Freire took from Marx praxis as the unity of reflection and action and cited his thesis that the educator must be educated (Pedagogia do oprimido, written 1968). P. Freire, Pedagogia do oprimido (written 1968); K. Marx, Thesen über Feuerbach (1845)
التوثيق: مسودة بالذكاء الاصطناعي
كارل ماركس › 1818–1883
جورج لوكاش
تأثّر بـ
In Pedagogy of the Oppressed (ch. 1) Freire took up Lukács’s demand, in his book on Lenin (1924), that the party “explain to the masses their own action” – but as dialogue with the people rather than explanation to them. P. Freire, Pedagogy of the Oppressed (1968; English 1970), ch. 1; G. Lukács, Lenin (1924)
التوثيق: مسودة بالذكاء الاصطناعي
جورج لوكاش › 1885–1971
كارل مانهايم
تأثّر بـ
In Education as the Practice of Freedom (1967) Freire repeatedly cited Mannheim and took up his “fundamental democratisation” of mass society; Vanilda Paiva argued that Mannheim’s sociology of education was a pillar of Freire’s early pedagogy. P. Freire, Educação como prática da liberdade (1967); K. Mannheim, Man and Society in an Age of Reconstruction (1940); V. Paiva, Paulo Freire e o nacionalismo-desenvolvimentista (1980)
التوثيق: مسودة بالذكاء الاصطناعي
كارل مانهايم › 1893–1947
جان بول سارتر
تأثّر بـ
Against “banking” education Freire cited Sartre’s formula from his essay on Husserl’s intentionality – consciousness and the world are “given at one stroke” – in Pedagogy of the Oppressed (1968, ch. 2). P. Freire, Pedagogy of the Oppressed (1968; English 1970), ch. 2; J.-P. Sartre, “Une idée fondamentale de la phénoménologie de Husserl: l’intentionnalité” (1939), Situations I
التوثيق: مسودة بالذكاء الاصطناعي
جان بول سارتر › 1905–1980
فرانتس فانون
تأثّر بـ
Freire drew on Fanon’s account of the colonised who internalise the oppressor and turn violence against their own (Pedagogia do oprimido, written 1968). P. Freire, Pedagogia do oprimido (written 1968; Eng. 1970; Portuguese ed. 1974); F. Fanon, Les Damnés de la terre (1961)
التوثيق: مسودة بالذكاء الاصطناعي
فرانتس فانون › 1925–1961
عرض الكل (8)عرض أقل
إريك فروم
تأثّر بـ
Freire took Fromm’s distinction of necrophilous and biophilous character to describe oppression as a love of control over the living (Pedagogia do oprimido, written 1968). P. Freire, Pedagogia do oprimido (written 1968); E. Fromm, The Heart of Man (1964)
التوثيق: مسودة بالذكاء الاصطناعي
إريك فروم › 1900–1980
أميلكار كابرال
تأثّر بـ
Freire built his literacy work in Guinea-Bissau on Cabral’s call for the ‘re-Africanisation of mentalities’ and the ‘class suicide’ of the petty bourgeoisie (Cartas à Guiné-Bissau, 1977). P. Freire, Cartas à Guiné-Bissau: Registros de uma experiência em processo (1977; Eng. Pedagogy in Process, 1978); A. Cabral, Unity and Struggle (1979)
التوثيق: مسودة بالذكاء الاصطناعي
أميلكار كابرال › 1924–1973
أثّر في 2
ستيف بيكو
أثّر في
Biko and the South African Students’ Organisation used Freire’s conscientisation in literacy and community projects of the early 1970s to build Black self-reliance. L. Hadfield, Liberation and Development: Black Consciousness Community Programs in South Africa (2016); S. Biko, I Write What I Like (1978); P. Freire, Pedagogia do oprimido (1968)
التوثيق: مسودة بالذكاء الاصطناعي
ستيف بيكو › 1946–1977
بيل هوكس
أثّر في ✓
bell hooks took up Freire’s critique of ‘banking’ education and his idea of conscientisation for an engaged pedagogy, teaching as a practice of freedom (Teaching to Transgress, 1994). b. hooks, Teaching to Transgress: Education as the Practice of Freedom (1994); P. Freire, Pedagogia do oprimido (1968)
التوثيق: مسجّل أيضًا في Wikidata · Wikidata
بيل هوكس › 1952–2021
الأعمال
- 1968تعليم المقهورين
كُتب في المنفى التشيلي: التعليم إما يروّض أو يحرّر – التعلم حوارًا يسمّي فيه المعلمون والطلاب عالمهم ويغيّرونه.
الموقف
Freire attacked “banking” education, in which teachers deposit knowledge in passive students and so reproduce domination. Education is never neutral: it either domesticates or liberates. In genuine dialogue, teachers and learners work with the “generative words” of their own lives and learn to read not only the word but the world. Through conscientização – critical awareness – the oppressed come to see their situation as changeable and act to change it; here Freire drew on Hegel’s master–slave dialectic, Marx and Fanon. Liberation cannot be handed down by leaders; it must be won together with the oppressed. Freire shaped critical pedagogy and popular education worldwide, as well as liberation theology.
الحياة والسياق
Paulo Freire was born in Recife, Brazil, in 1921 and studied law. In adult education he developed a literacy method with which, in 1963 in Angicos, some three hundred workers learned to read in forty-five days. After the military coup of 1964 he was briefly jailed and went into exile in Bolivia, Chile and later Geneva. Returning in 1980, he became education secretary of São Paulo; he died in 1997.
أعمال رئيسة أخرى
- Education as the Practice of Freedom (Educação como prática da liberdade, 1967)
- Pedagogy of the Oppressed (Pedagogia do oprimido, written 1968, first published 1970)
- Pedagogy of Hope (Pedagogia da esperança, 1992)
يرد في
- رحلة «التفكير في الحرية» · المحطة 6 من 9
بحسب الوضع في نوفمبر 2026 · المصادر · حسّن هذه الصفحة · كيف صُنع Agora