Paulo Freire's thought on the critical-emancipatory curriculum paradigm

Marilia Gabriela de Menezes Maria Eliete Santiago About the authors

Philosophers, educators and curriculum experts committed to the paradigm of emancipatory education in several countries share the idea that the political-pedagogical thinking of Paulo Freire is always in motion and that it dialogues with various contemporary issues, thus providing guidance for the construction of a curriculum theory emancipatory and ethically committed to humanize each individual. This article analyzes the elements that shape a liberating educational proposition, showing the dialogue as one of the founding categories of Freire's thinking, appropriated to deal with curriculum issues in a critical-emancipatory perspective.

Paulo Freire; curriculum critical-emancipatory; liberating educational proposal; dialogue

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