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The Popular Education and Community Organizing Collection Annotated Bibliography

Publication Detail

Last Update: 09-Oct-2005 10:27:06 am


TITLE

Pedagogy of the City

AUTHOR

Paulo Freire

PUBLISHER

The Continuum Publishing Company

YEAR

1993

PAGES

168

MEDIA

ORDER

370 Lexington Avenue, New York, NY, 10017, Phone: 1-800-561-7704

LANGUAGE

BOOKSTORES

#http://www.americas.org/store#
http://fcis.oise.utoronto.ca/~daniel_schugurensky/freire/freirebooks.html#..\annotations\Books by Paulo Freire.doc# 1,80,245,0,, HYPERLINK "http://fcis.oise.ut

ANNOTATION

This book is primarily comprised of interviews that took place between the first months of Paulo Freire's assuming leadership of the bureau of education in Sao Paulo, and the beginnings of his second year. The highly provocative observations herein confirm a central a central imperative, namely, that public education must play a decisive role in the continuing reformation of a democratic society. Though written from the viewpoint of an authority in another culture, the implications of Paulo Freire's dialogues reach all the way to our own inner-city schools. Pedagogy of the City offers a plan of action for the transformation of schooling; the creation of schools that truly represent and respect the student; the creation of schools where students and their life experiences are a curriculum in interaction with teachers who can truly help them; and more. Freire envisioned schools as creativity centers, where teaching and learning can be done with joy. He dreamed of schools not as dull places, but as places that generate happiness. He dreamed of schools as places of democracy where children would not only learn content, but also learn to question and to think critically about their worlds. He believed that schools should respect the knowledge and experience of all children, and should resist the middle-class bias of prepackaged- or "banking-education." Rather, he believed that pedagogical practices should be based on the lived experiences of children. Freire repeatedly addressed the need to respect the experience-based knowledge of poor children. He desired an education that would respect and not stigmatize the "language" of the poor, while still teaching them mainstream language so that they can engage in the process of transforming society. Implicit in these dreams is a need for the reorientation of the curriculum and the evaluation processes that are currently being used in schools. Freire also emphasized, as he did in his past writings, that the act of education is an inherently political process. He believed that although education was not the lever for the transformation of society, it is an important part of that process, and that education should be examined to determine in whose favor, or against whom, content gets taught. He "dream(ed) of a school that is in reality democratic, that attends for this very reason to the interests of the underprivileged." One of the most valuable aspects of these themes is to understand how Freire applied them to his experience in the administration of an urban school system.

NOTES

NUMBER

93

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