(Paulo Freire, Pedagogy of Hope)

This volume focuses on the ethical significance of human rights, aiming at contributing to a universal culture of human rights with deep roots and wide horizons. Its purpose, scope and rationale are reflected in the three-part structure of the manuscript. Part I has a broad introductory historical, theoretical and legal character. Part II submits that an Ethics of Human Rights is best understood as an Ethics of Recognition of human worth, dignity and rights. Moreover, it is argued that human worth consists in the perfectibility of the human species, rooted in its semiotic nature, to be accomplished through the perfecting of human beings, for which the right to education is key. In Part III, the main legal and political outcomes of the Human Rights Revolution are described and answers to the most lasting and common criticisms of human rights are provided.

The book can be accessed through the link:http://link.springer.com/book/10.1007/978-3-319-03566-6

(Paulo Freire, Educators street, a critical approach)

The book “Paulo Freire – Pedagogue of the Right to Education”, written by A. Reis Monteiro, share reflections and arguments in order to recognize the contributions of  Paulo Freire’s work in the perception of education as a human right. After a general introduction, the book presents a brief profile of the right to education in the world.

The book can be found at the link: http://www.leyaonline.com/pt/pesquisa/pesquisa.php?chave=paulo+freire

(Paulo Freire, Pedagogy of Indignation)

Author: Afonso Celso Scocuglia
Publisher: DP et Alii / FAPERJ (RJ, 2013, 208p.)

To organize this book we sat articles, chapters and parts of books published in Brazil and abroad, plus two unpublished texts. All of them were reviewed, amended and/or supplemented by the reading of the Freire’s work and our own writings .

In the Introduction, the striking aspects of educator’s life and work, with some changes in language, come from the article published in the newspaper of Paraíba ( João Pessoa , 1997) and reproduced in other periodicals, shortly after the educator death. Part I of the book contains the historical context and procedures of the military coup that banned the execution of the “Paulo Freire method”. They were part of my doctoral thesis ( UFPe , 1997). The article Origins and prospects of Paulo Freire’s political-pedagogical thoughts, placed below ( Part II ) , was published in Education and Research newspaper , Faculty of Education, University of São Paulo ( USP , 1999) . Translated and supplemented , this article was also published as Origines et évolutions de la pensée politico-pédagogique of Paulo Freire (Révue RELIANCE, Lyon/France, 2007) with Jean – Claude Regnier.

In Part III, there are reflections on the influence of Amilcar Cabral and in the work in Africa in Freire’s praxis (1970) that are the result of a conference where I have spoken at the opening of an International Meeting of the Paulo Freire Forum, held in Praia, capital of Cabo Verde (Africa, 2010). In the sequence of the book, the concepts of “awareness in the postmodern transition” present in Freire’s work (Part IV ) composed the article published in the newspaper Education, Society & Culture, University of Porto ( Portugal , 2005). The learning, the knowledge and the construction of a curriculum in Freire’s perspective are the article ( Part V ) published in the Newspaper of Education Lusophone University of Humanities and Technologies (Lisbon, Portugal , 2005). The focus of the critical-reflective political educator training was written based on the book The story of Paulo Freire’s ideas and the current crisis of paradigms , of our own authorship (Joao Pessoa, 2006), and forming Part VI of the book. Two unpublished texts in terms of publication (Parts VII and VIII ), presented at conferences in Brazil (Unisinos , USP , Unicamp and UFPB) and abroad (University of Madeira and Université de Lyon) , make the following book: “Paulo Freire and the pedagogy of the research ” and ” Paulo Freire and the construction of popular public school.” Reflection on the ‘education of youth and adults people in the history of the present time”, in UNESCO’s vision which is convergent with Freire’s historical proposals (Part IX ), was published in Social movements and adult education in Ibero-America ( Liber Book, 2011 ). It demonstrates how present, relevance his legacy is, as well it has theoretical connections. In this same sense, Paulo Freire’s social pedagogy as a counterpoint of globalized pedagogy, it was firstly published in Social Pedagogy book (Publisher Expression and Art/USP, 2008) corresponds to Part X of the book .

In concluding remarks, the theoretical connections that strengthen the freirian legacy point , in my view , the main wealth and the real possibilities , present and future ones, of Paulo Freire’s proposals.

(Paulo Freire, Education and the brazilian present)

The Loyola publisher recently reissued “Paulo Freire” series and released the book Dialogue and educational praxis - A critical reading of Paulo Freire. The publication with studies about Paulo Freire, by the author Carlos Alberto Torres, was first released in Brazil in 1979 and was divided into three books: Conscience and History – The educational praxis of Paulo Freire; Dialogue with Paulo Freire, and Critical Reading of Paulo Freire.

Now, to commemorate 50 years of Angicos (RN), the company publishes this work, which is still current and allows contact with the main Freirian categories. The book also brings texts prefaced by renowned people as the director of the Paulo Freire Institute, Moacir Gadotti, the congresswoman Luiza Erundina and the great philosopher and educator Mario Sergio Cortella.

The author Carlos Alberto Torres, one of the founders of the Paulo Freire Institute, this work recalls moments of 1963 when a possible dream was born: to build a nation based on emancipatory education. It also reveals a literacy project designed to be a national project. That dream was interrupted in 1964 by military coup.

“I believe that the publication of this work by Loyola comes at a good time of resumption of Paulo Freire’s ideas in Brazil, in the moment that he was ‘pardoned’ (2009) and declared ‘patron of Brazilian education’ (2012). It is an opportune time to resume his originating ideas and make them ethos of Brazilian education”, wrote Moacir Gadotti in the preface of this book.”

(Paulo Freire, The importance of the act of reading)

In his new book, ”First Freire: Early Writings in Social Justice Education”, Carlos Alberto Torres, an internationally renowned critical theorist of education, explores the early writings of Paulo Freire whose ideas have had a tremendous and long-lasting impact on the world of pedagogy and politics. Torres analyzes Freire’s works, from the 1960s and 1970s, before Freire gained worldwide recognition for his Pedagogy of the Oppressed. Offering an in-depth look into the formative thinking of Freire, Torres identifies how his ideas produced frameworks for educating global citizens, building community and mutual respect, creating social responsibility, instilling an appreciation for diversity, promoting multiple literacies, and social justice education. This volume is the result of more than 3 decades of research drawn from Freire’s personal library and the archives of the Paulo Freire Institute, as well as the author’s extensive conversations with Paulo Freire.

Carlos Alberto Torres is a political sociologist and professor of social sciences and comparative education, associate dean for global programs and founding director of the Paulo Freire Institute. To read more about the work of this institution, visit the edition number 02 of the Unifreire Bulletin and read the news “Three Notes on Paulo Freire Institute – UCLA”.

(Paulo Freire, Pedagogy of Indignation)

In the frist semester of 2014, Moderna Publisher has launched the Professor Moacir Gadotti’s book “For a national policy for youth and adults popular education“.

“In Brazil, priority was given to the education of children through a national pact . The decision is right and fair. However, for those children and young people actually have a better future , they must rely on timely and effective support from their families. In Brazil our children and youth people will not attain a freer, more participatory , more conscious and happier life alone. They need adults. It is the family as a whole that needs to free itself from the precarious conditions of their lives by freeing themselves definitively and consistently from illiteracy. We can not and we must not separate children youth people education of adult education . It would be a severe mistake, and this mistake compromises the building of the country we want. A country built as a fair, inclusive, sustenaible and jointly productive society . We need a pact for the elimination of illiteracy in young people , adults and seniors . These are the ideas defended by the educator Moacir Gadotti in this book “

“The dream of a better world borns from its contrary bowels”

(Paulo Freire, Pedagogy of Indignation)

“MOVA-Brazil project completed a decade of existence in 2013. The launch of this book highlights its importance and its trajectory of combat against illiteracy in 11 states of the country. It is, also, a tribute to the educator Paulo Freire, for all that he represents for brazilian education, in general, and for the education of young, adults and elders, particulary”

(GADOTTI, Moacir et all. MOVA-Brasil: Movimento de Alfabetização de Jovens e Adultos. São Paulo: Instituto Paulo Freire, 2013.)