| 000 | 02248nam a2200229Ia 4500 | ||
|---|---|---|---|
| 999 |
_c34809 _d34809 |
||
| 003 | OSt | ||
| 005 | 20210627100600.0 | ||
| 008 | 160316s2012 xxu||||| |||| 00| 0 eng d | ||
| 020 | _a9780826412768 | ||
| 040 | _cn | ||
| 082 |
_a370.110000 _bFRE |
||
| 100 | _aFreire Paulo | ||
| 245 | _aPedagogy of the oppressed | ||
| 250 | _a30th | ||
| 260 |
_aLondon _bBllomsbury _c2012 |
||
| 300 | _a183p | ||
| 365 | _bRs. 1,724 | ||
| 505 | _aContent: 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 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; 3. Dialogics--the essence of education as the practice of freedom ; dialogics and dialogue ; dialogue and the search for program content ; the human-world relationship, "generative themes," and the program content of education as the practice of freedom ; the investigation of "generative themes" and its methodology ; the awakening of critical consciousness through the investigation of "generative themes" ; the various stages of the investigation; 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 antidialogical 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. | ||
| 650 | _a1. Education - Philosophy2. Popular Education - Critical Pedagogy | ||
| 700 |
_a _a |
||
| 942 |
_2ddc _cBK |
||