Pedagogia do Oprimido, Paulo Freire

What is lost during dictatorial regimes?
Freedom of expression, communication, production, social participation, democratic management and right to the city, the country. But not only.
In dictatorial times, the country turns against his own society. If, in Brazil 24 years ago, the Civil Military Dictatorship left irreparable losses related to the fight against illiteracy, exiling the educator Paulo Freire, in other countries, the exile still aborts political struggles beyond measure.

The year 2015 has barely begun and already is marked by countless deaths of citizens who try to cross the Mediterranean Sea escaping from dictatorships that devastate their countries. About 1.800 people, coming from Africa and the Middle East, died in the Mediterranean this year in an attempt to reach a “safe haven” where the right to life is respected. Men and women were forced to flee from countries such as Syria, Mali, Eritrea and Somalia, for example, expelled from their territory by war, political persecution, religious and ethnic.

According to data released by the United Nations High Commissioner for Refugees, 218.000 refugees and immigrants crossed the Mediterranean Sea in 2014. The illegality of migration act of this huge number of people puts them in the category of refugees. Played on their own, they leave their countries in order to prolong their lives, threatened in their countries of origin. Situation similar to that experienced by Paulo Freire when he was forced to leave Brazil, in September 1964.

Paulo Freire, forced immigrant

Born in Recife, September 19, 1921, Paulo Freire has always been “very acclimated to the northeastern culture,” as his son Lutgardes Freire tells. At 10 years old, the educator moved to Jabotão and grew up there. He tells, in reports made to Moacir Gadotti, personal friend of Freire, that as he saw his body grow, also felt his passion for knowledge increase.

In January 1964 Paulo Freire launched in Brasilia the National Literacy Program – NAP (see more details in the Bulletin Unifreire edition 3 – 2014, the year of cinquentenários). The program was the translation of passions, of loveliness and solidarity of the teacher towards his homeland. It had previwed to achieve five million illiterated brazilians, however, 83 days after its signing, settled in Brazil the dictatorial regime and, with it, the persecution of all those who were engaged with ideas contrary to the order of the day. From April to September 1964, Paulo Freire was forced to go to the Rio de Janeiro to meet military police investigations. Thus, under threat of being arrested and tortured, the educator exiled himself in Bolivia at first.

Freire’s forced migration caused enormous and immeasurable losses to the social, cultural and educational evolution of Brazilian society. The political struggles of which he was in were abandoned and suffocated by Dictatorial Regime. The National Program for Literacy conceived and coordinated by Freire was annulled, passing Brazil to be directed by an authoritarian, violent government.

After a coup in Bolivia, shortly after his arrival, the teacher went to Chile, where he lived for five years with his children and wife. Freire also lived in America for eleven months, but was in Switzerland where he remained for more time to return to Brazil. He lived there for ten years. Despite the adversity, Paulo Freire followed seeking to transform reality, to transform the world. He worked on several projects. He was, among others, adviser to Desarollo Agropecuario Institute and the Ministry of Education of Chile, UNESCO consultant, university professor in the US, Special Adviser of the Department of the World Council of Churches Education.

By the World Council of Churches, he walked trhough Africa, Asia, Oceania and America, except Brazil, where he ran the risk of becoming a political prisoner. He developed projects in countries that had just achieved independence, such as Cape Verde, Angola and Guinea-Bissau. In Guinea he developed a youth and adult literacy project that significantly marked the educational process of the country, as detailed in Memory section of Bulletin Unifreire number 4, September 2014.

The requirement to change country and adapt repeatedly to new languages ​​and cultures, imposed to the family of Paulo Freire not only abandoning their land and its people, but also the face of prejudice and discrimination situations. In talks with Frei Beto, Freire said that exile was deeply teaching. Being forced to live in other countries, the educator had a chance to understand himself and understand Brazil better. He reports:

“It was just getting away from it, worried about it, I wondered about it. And when he asked me about it, I wondered what they did with other Brazilians, thousands of Brazilians of the young generation and my generation. Was taking away what I did, to take the interim context, I could better understand what I did and I could better prepare myself to continue doing something out of my context and also I prepare for a possible return to Brazil. ”
Excerpt from a conversation with Frei Betto, taken from the book “The school called life” (pp 56-8.) – In Paulo Freire: A Biobibliography.

In the video below, his youngest son, Lutgardes Freire tells us about the experience of exile in a child’s perspective. It reports, for example, which was called “Lut – garbage” in the United States.

Relearning Brazil

“Sixteen years of absence require a learning and greater intimacy with Brazil today. I came to relearn Brazil. ”
(Paulo Freire, still at the airport upon his return to Brazil In Paulo Freire:. Biobibliography one.)

The return of Paulo Freire in Brazil was a historic moment for education in Brazil. After several attempts to get his passport in Brazilian consular representations in different countries, Paulo Freire finally gets the document thanks to a writ of mandamus.

In June 1980, at age 57, Paulo Freire landed at Viracopos airport in Campinas, definitely returning to the country he had left in 64, under the command of the military. His desire was to resume the functions at the University of Pernambuco, but the restrictions still imposed prevented. He settled in São Paulo. He accepted an invitation to teach at the Faculty of Education at Unicamp, in Campinas and soon after joined the Postgraduate Studies Program in Education (supervision and curriculum) at PUC / SP.

Paulo Freire participated in the founding of the Vereda – Center for Studies in Education, also in São Paulo, whose goal was to develop research, provide advice and act in teacher education dedicated to the practice of popular education. He involves thus the movements of teachers, popular education movements and the struggle of the working class with young educators, valuing them and developing learning work together. He lived moments of great knowledge and productivity throughout her relearning of Brazil.

Veiled losses, forced departures

Impossible to analyze Freire’s exile in comparison to illegal immigration in the Mediterranean. The teacher returned to Brazil in 1979 and was warmly greeted by family and friends, with the task of “re-learn” their country, as reported at the time. But it is not the same way 1.800 people may have their destinations narrated. The brutality of authoritarian regimes in their countries, in addition to low travel conditions of this population led them to a path of no return.

For the 218.000 immigrants who have succeeded in their crossings by the Mediterranean Sea, it is not difficult to predict the course of their lives. With strong xenophobic wave plaguing Europe since the 2008 crisis, immigrants, legal and illegal, are considered strange beings to the territory, enemies, people who arrive in order to occupy jobs that could be filled by Europeans. Renegade and illegal, the 218.000 people who try their luck in foreign countries leave their past, their history, their training, their knowledge and often live as paupers in other lands.

Although course, different histories and conditions, a link joins Freire not only to 218.000 illegal immigrants who crossed the Mediterranean in 2014, but all who are expelled from their countries at risk of life: the political struggle.

Just as the exile of the popular educator was prejudicial to combating illiteracy in Brazil, this wound that is felt to date, the diaspora population characteristic of authoritarian countries has also sad consequences for their societies. The reading of the World and the wealth of knowledge that these immigrants bring with them to leave, are losses that set in large “gaps” in the political struggles in favor of the “ragged of the world.”

It is not possible to measure or to count how much each country loses in relation to social and educational development, if we consider the political struggles disrupted when leaders, like Paulo Freire, find themselves forced to migrate to survive.

Paulo Freire

A Municipal School of Early Childhood Education (EMEI), on the South Zone of São Paulo, had six of its teachers immersed in a researcher intervention. The goal of the action was to assign new meanings and directions to the continuing education of educators who work with children ages 4 and 5 years. We used to do this, the method of Freire’s praxis characterized by action-reflection-action.

In Paulo Freire’s vision, think the practice clarifies some aspects of reality while revealing others, just needed to be clarified. Based on this assumption, Angelica de Almeida Merli, who serves as educational coordinator at the school in which the survey was conducted, used strategies for the practice itself is transformed into individual and collective reflection object, in order to redirect educational activities.

Angelica says that the idea of research emerged during her admission to the Master in Management and Educational Practice at Universidade Nove de Julho (Uninove). For her, the main action concern is to reflect how is the continuing education of teachers in the service of the city of São Paulo and what are the contributions of this formative process in the practice of teachers of early childhood education. From this perspective, steps were developed that favored the process of action-reflection-action, recommended by Freire.

The strategies developed for the unveiling, the questioning and reflection on the practice were: dialogue with the teachers on planning of activities with the children; observation of the realization of the proposed activities; dialogue with each of the pairs of teachers of the observed rooms and socializing with other teachers during the times of formation of JEIF group (Special Day of Integral Formation), records and reflections systematized after the feedback session with the double.

At all stages, the procedures used were: written record in a field diary; record of observations made by the researcher/coordinator; audio records and transcription of the material and preparation of summaries of conversations conducted in times of fed back with the double.

Angelica, as a researcher-coordinator, recorded activities that watched – with pictures and considerations/questions to be shared with teachers. From the socialization of records syntheses were made subsequently shared with a larger group of teachers enabling new reflections. These reflections contributed to practice with the children and the professional growth of the teachers and the educational coordinator.

To contact Angélica Almeida: angel.almeida@uninove.edu.br

Group of workers of EMEI (Municipal School of Early Childhood Education).

Paulo Freire

From 25 to March 27, 2015, took place in Natal (RN), the III Seminário Internacional Diálogos com Paulo Freire (III International Seminar Dialogs with Paulo Freire), which had as theme “O pensamento político-pedagógico de Paulo Freire: diálogos com a Educação no século XXI. 2015 – 50 anos de Educação Popular no Brasil. 2015 – 50 anos de Educação Popular no Brasil” (The political and pedagogical thought of Paulo Freire: dialogues with education in the 21th century. 2015 – 50 years of Popular Education in Brazil). The event was held by Sindicato dos Trabalhadores em Educação Pública (Union of Workers in Public Education) of Rio Grande do Norte – SINTE / RN, with the support of Instituto Federal de Educação do Rio Grande do Norte (IFRN – Natal), Universidade Federal do Rio Grande do Norte (UFRN – Natal), Universidade Federal Rural do Semiárido (UFERSA) and Universidade Estadual do Rio Grande do Norte (UERN).

With 663 people enrolled, gathered people of almost all Brazilian states, from north to south. They presented 175 papers in 15 circles culture. 24 short courses on various topics were offered. There were 11 dialogue tables with the participation of renowned / the teacher / national and international, among them / as: Rose Madeira, Portugal; Marco Raúl Mejía, Colombia; María Rosa Goldar, Argentina; James Tenadai Chingore of Mozambique; Carlos Rodrigues Brandão, UNICAMP, Valdemir Miotello, the UFSCAR, Anderson Alencar, the Paulo Freire Institute, Jason Mafra, the Uninove, Francisca Maciel, UFMG / Ceale; Elaine Constant, UFRJ / PNAIC. The three days of many debates, dialogues, meetings and acts of aprenderensinar.

III Seminário Internacional Diálogos com Paulo Freire in Natal-RN

With 663 people registered, almost all Brazilian states assisted, from north to south of the country. The event received 175 works presented in 15 circles of culture and offered 24 mini-courses with various themes. There were 11 discussions with the participation of renowned national and international teachers, among them: Rosa Wood, Portugal; Marco Raul Mejia, Colombia; Marà Rosa Goldar, Argentina; James Tenadai Chingore of Mozambique; Carlos Rodrigues Brandão, UNICAMP, Valdemir Miotello, UFSCAR, Anderson de Alencar, the Instituto Paulo Freire – São Paulo, Jason Mafra, Uninove, Francisca Maciel, UFMG/CEALE; Elaine Constant, UFRJ/PNAIC. There were three days of many debates, dialogs, meetings and acts of teaching-learning.

On Saturday, March 28, several participants were to Angicos where there was a meeting with former students of Paulo Freire, of 1963, in UFERSA. These were moments of great excitement and joy.

On 30 and 31 March, it was the turn of the III Jornada Internacional Paulo Freire of Vale do Açu (III International Paulo Freire Day), promoted by SINTE / RN – Regional Assú, in partnership with UERN with Secretaria Municipal de Assú, and Sindicato dos Servidores Municipais de Açu (Sindsep), with 391 people enrolled. Dialogues were realized in 4 moments and 11 workshops attended by about 250 people.

In the event blog (http://seminariopaulofreirern.blog.br/internacional), there are many photos and articles of teachers who participated in the dialogue tables and ministered the short courses. Check revista Festim with the articles.

Many times, in spite of being moved by the same principles, we tread parallel paths. The Unifreire bulletin, little by little, step by step, follows the meaning to interweave paths and leverage relationships and transformations.

In this perspective, from this edition on, we start to divulge the electronic addresses of the responsible of the texts from the session “News” and “Freirean Meetings”, as well as the contact with the institution invited for the session “Community in detach”. This session, in this bulletin, shares a bit of the objectives and the accomplishments of Paulo Freire Institute of the United Kingdom, organization that will held the next Paulo Freire Forum, in London, in September 2016.

Another news is the session “Art and Paulo Freire”. In it we share music, graffiti and comics that dialogue with Paulo Freire and his legacy.

The experiences and reflections here published impregnate of meaning the elaboration of this bulletin. The strengthen of ties to what this publication propose itself is only possible with the involvement and participation of those, men or women, that are compromised with the same causes and principles, decide to interweave stories and paths.

We thank and commemorate the participation of all, men or women.

Let’s continue to go further. Let’s continue to dream, sowing and constructing, together, men and women.

Sheila Ceccon
Coordinator of Unifreire

Angela Antunes e Paulo Roberto Padilha
Pedagogical Directors of Instituto Paulo Freire- Brazil

Participate of our next UniFreire Bulletin’s editions sending contributions for one or more sections through the address: secretaria@unifreire.org

COLLABORATED FOR THIS EDITION:

Brazil:

Almeck Massari de Lima, Anderson Fernandes de Alencar, Deisy Boscaratto, Erica Ferreira, Francisca Pini, George Santos Silva, Janaína Abreu, Lutgardes Costa Freire, Natália Caetano, Renata Roza e Sonia Couto, of Instituto Paulo Freire/ Brazil

Alexandre Romeiro, Amanda Maria Franco Liberato, Angelica Almeida, Ligia de Carvalho Abões Vercelli, Graziela Lionetti e Roberta Stangherlim, of Universidade Nove de Julho – UNINOVE

Amanda Motta Castro, da Universidade of Vale do Rio dos Sinos – UNISINOS

Edgar Coelho, of Universidade de São Paulo – USP

Francisca Elenir Alves, Coordenadora Estadual of Topa Program – Bahia

Hamilton Freire Coelho e Rita de Cássia Cavalcanti of Universidade Federal da Paraíba – UFPB

Inez Helena Muniz Garcia of Universidade Federal do Rio Grande do Norte – UFRN

Silvia Orrú e Virginia Silva, of Universidade de Brasília – UNB

Valdirene Souza, of Universidade Federal de Viçosa – UFV

Cuba:
Mariano Isla Guerra, of Cátedra de Estudios Comunitarios “Paulo Freire”

Finland:
Lissu Lehtimaja, art educator and artist od Comic Books

England:
Penny Jane Burke, of Paulo Freire Institute United Kingdom

Italy:
Silvio Premoli e Leandro Gaffo, of Paulo Freire Institute Italy

Portugal:
Amelia Macedo, of Paulo Freire Institute Portugal

SPECIAL COLLABORATION:
Oscar Jara, President of the Popular Education in Latin America and the Caribbean – CEAAL

In 2014, the Instituto Paulo Freire advised the Municipal Social Assistance Policy of Franca, city of São Paulo, in the formulation of ideas that make up the Theoretical Framework of Reference for Social Assistance Policy as one of the axes to be reordered, according to the guidelines of the National Policy of Social Welfare and the Unified Social Assistance.

This movement was held in conjunction with the managers of public policy and the various workers of the social welfare policy, with the participation of 120 people. That movement was deployed in the territory, space in which public services are provided to the population. In the case of Social Welfare, through the Social Assistance Reference Center and Living Services and fortifyings links, so they could prepare the Territorial Management Plan, democratically and with the participation of the population.

In this dialectical relationship, which sets the dialogical and collective character of the preparation of these conceptions, workers faced a set of new contributions, both theoretical character as the difficulties and contradictions experienced by public social policies in the city of Franca. As Paulo Freire said, “reading the world always precedes reading the word,” In this case the concept of writing was also made as a crucial moment for the possible rewrite of the world.

In the first half of 2015, the office of Instituto Paulo Freire has ensured the continuity of the process of supervision and training of State Units and Franca co-financing entities through Freire methodology, seeking to contribute to the institutional reorganization necessary for the implementation of the System Single Social Assistance, and state social assistance as a rights policy and a joint tool and mobilization of the population for the exercise of active citizenship.

Training in Franca, with Celio Vanderlei Moraes.

The methodological process is founded on the theoretical and methodological concept of liberating education and human rights. The World Reading, is the starting point for building the knowledge level of the participants’ perception of their world view, what Paulo Freire (1997) considers it essential for the organization of a liberating content. The immediate reality is being inserted into wider wholes, revealing the participant to the local reality has relations with other dimensions: regional, national, continental, global and diverse perspectives: social, political and economic interpenetrating.

The steps of the training process are:

1) Approval of the training plan and the process for the World Reading each State Unit / Entity supervised by the participants of the process. Documents are being prepared based on legal and regulatory frameworks: National Grading of social assistance services, and critical social theory.

2) Upon completion of the World Reading by the State Unit / supervised entity, collectively and with monitoring by the management team, the information will be discussed collectively so that contributions can be drawn from the institutional reorganization process

3) The team of educator of IPF procedurally removes reflections on the institutional reorganization, with the information collected through the dialogues with workers and organizing the guidelines to build participatory processes with the population.

4) The visits will be made monthly in state units and coexistence services and fortifyings links. The visit to the chosen institution focuses: to know the space and equipment, the performance of activities with the population, records, planning and articulation with the territory and the community.

5) During the training the trainers problematize with workers the data collected during the World Reading and during the visits and promote dialogue in order to ensure reflection on practice.

In the process, the workers / the trainers and collectively build the methodological theoretical guidance for central aspects of institutional reorganization, which are: the theoretical framework founded on the social critical theory, democratic and participative management, the route of family and community life of population, network articulation, intersectoral action, the dialogic planning, social welfare and human rights policy, the exercise of active citizenship and intergenerational families.

To contact Instituto Paulo Freire/Brazil: ipf@paulofreire.org

Educação como prática da liberdade, Paulo Freire

The Hymn in question arose in the context of the Mova Network (Rede Mova), a collective that brings together representatives of federal, state and municipal governments, rectors of universities, nongovernmental organizations, popular educators, teachers, students and researchers who develop experiments in popular and youth education adults.

Authored by Almino Henry the hymn is sung with joy and enthusiasm in the 10 poles of activities of Mova Brazil Project, a popular literacy movement establishing partnerships with the three spheres of government and civil society organizations for literacy of young adults and seniors who do not have access to school or have failed remain there.

The liric below has “conquered the world” in the voice of educators and students:

We read the world
Write the world
Together make our history happen!
It turns out that the movement grows
It is a plural and collective act
It is the struggle of men and women
Paulo Freire will live forever!
Conquer the writing right
Reading become a citizen
Transforming that political speech
Criticizing what makes revolution.

To get to know the hymn, click on the audio below:

hino-do-mova_v2

Pedagogia da Esperança, Paulo Freire

In her visit to Brazil in 2005, the lead singerfrom Finland and member of the band Maria Gasolina, Lissu Lehtimaja, developed a different and unusual document on Paulo Freire.

Lissu was at USP (Universidade de São Paulo) studying the educator and his works, and this study resulted in a degree final work in comic book format entitled “Freiren Kyydissa”, which translated into English means “Ride with Freire ” .
The work, that was publish only in Finland, presents everyday situations in the classroom and the difficulties faced by students illiterate, from reading a recipe to the difficulties found at school.

About Paulo Freire, Lissu says: “The focus of his pedagogy (Freire) is not the issue of literacy of illiterate poor third world. It is the question of love and respect, true dialogue is not enough to read, we have to also understand.” She explains.

To see the work, go to Paulo Freire Collection at link:

http://acervo.paulofreire.org/xmlui/handle/7891/1994

]]> https://bulletin-unifreire.paulofreire.org/issue05/2015/04/29/paulo-freire-in-comics-by-lissu-lehtimaja/feed/ 0 https://bulletin-unifreire.paulofreire.org/issue05/2015/04/29/fundamentos-para-uma-educacao-libertadora/ https://bulletin-unifreire.paulofreire.org/issue05/2015/04/29/fundamentos-para-uma-educacao-libertadora/#comments Wed, 29 Apr 2015 14:24:12 +0000 deisy http://bulletin-unifreire.paulofreire.org/issue05/?p=125 “Desrespeitando os fracos, enganando os incautos,
ofendendo a vida, explorando os outros, discriminando o índio,
o negro, a mulher, não estarei ajudando meus filhos a ser sérios,
justos e amorosos da vida e dos outros.”

Pedagogia da Indignação, Paulo Freire

In this work Martinho Condini does an analogy between the trajectory covered by Paulo Freire and Dom Helder Camara, during the period of the military dictatorship in Brazil. As the author says, “the path of both of them was a courageous contraflows to the conventional and hegemonic politic, from religion and education in the country. But this was not to be strange to any one, because, rigorously talking, none of them innovate politics, religion or education in their principle foundations originally discursive; politic, because she presents itself historically as revolutionary in its origin – a refusal to the world in the way he is proposed, and as an announcement of redemption; education because she has always been a process of socialization and at the same time, of innovation”.

More information about the book may be accessed trough the link:

http://www.paulus.com.br/loja/appendix/3819.pdf

This publication was produced by Paulo Freire Instiute during the year 2014, starting from the reports of men and women, young and elderly, that learned to read and write trough the Project MOVA- Brazil.

In the production process of this book were created opportunities for students from the nucleus of MOVA of eleven Brazilian states related their histories of life, learning in classes of MOVA and actuation of professionals trough dialogues, from drawings and writings.

The publication is distributed for free for all as well as educators and educatees of the Project.

To have access to it:

http://www.movabrasil.org.br/wp-content/uploads/2015/03/MOVA-Brasil_LivroHistoriasdevida.pdf

Pedagogia da Esperança- um encontro com a Pedagogia do Oprimido, Paulo Freire

This book organized by Eunice Macedo, is a work that embodies one of the strongest defining lines of the theoretical position and ideological of Paulo Freire Institute from Portugal in his preoccupation to assume itself as an agent of intervention social-educative, articulating itself with the theoretical field and intervention developed by Freire.

More information about this important publication may be found trough the link:
http://www.livpsic.com/v4/detalhe01.php?id=14452