PEDAGOGY OF THE OPPRESSED: WEFTS, ARTICULATIONS AND MOVEMENTS OF A POLITICAL AND PEDAGOGICAL THINKING

Abstract

In the search for understanding the wefts, articulations and movements of Paulo Freire´s political and pedagogical thought, we carried out the reading, indexing and analysis of 32 books published in Portuguese, in Brazil, organized in five specific periods. In this article, we present a piece of this research that has as focus the identification of the set of references that Paulo Freire uses to construct the systematization of his most important book: Pedagogy of the Oppressed. For this purpose, we present the results in two complementary moments: The identification and presentation of the set of wefts and movements of/between authors who figure in the first three books of Freire, and the analysis of theoretical articulations that can be found specifically in Pedagogy of the Oppressed, where we try to understand the ways they converge in the elaboration of his theory. At the same time, there is an attempt to understand the impact of new theoretical references introduced in this book, and which mark a radical critical turn in Freirean thought, characterizing it as revolutionary. We conclude that this comparative exercise between theoretical articulations found in the books Education and Brazilian reality, together with Education as Practice of Freedom, and Pedagogy of the Oppressed reveal a movement of theoretical consolidation, marked by a dialectical transition in his basic references. The present exercise identifies the set of references that the author uses in his first writings, his increasing theoretical consistency comparing the first and second book, which later acquires a broader scope in the form of a political and pedagogical proposal radically committed to transformation.