PAULO FREIRE A CLASSIC OF EDUCATION: EPISTEMIC, POLITICAL AND PEDAGOGICAL CONTRIBUTIONS

Authors

  • Telmo Marcon Universidade de Passo Fundo
  • Ivan Penteado Dourado Universidade de Passo Fundo

DOI:

https://doi.org/10.17058/rea.v25i2.8774

Keywords:

Education, Democracy, Classic, Paulo Freire, Educational politics.

Abstract

The bibliographical article aims to support the thesis that Paulo Freire is a classic of education and has much to contribute to think about the emerging challenges in the present time of both the global context and the Brazilian society. The thesis that Freire is a classic is based on the contributions of Italo Calvino when he presents several arguments to justify why to read a classic, as well as the contributions of Raymond Williams to support the idea that a classic maintains its vitality as long as it can problematize and respond to challenges arising in different contexts. These two authors help to support the proposition that Paulo Freire is a classic of education because he answered questions of his time, whose ideas continue to provoke reflections on epistemic, political and educational emerging problems in the present time.

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Author Biographies

Telmo Marcon, Universidade de Passo Fundo

Doutor em História Social pela PUC/SP. Pós-doutorado em Educação intercultural pela UFSC. Professor e pesquisador na Faculdade de Educação e no PPGEDU/UPF (mestrado e doutorado).

Ivan Penteado Dourado, Universidade de Passo Fundo

Mestre em Ciências Sociais pela PUC/RS, doutorando em Educação pela Universidade de Passo Fundo. Atua como professor na área de Sociologia na Universidade de Passo Fundo.

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Published

2017-08-23

How to Cite

Marcon, T., & Dourado, I. P. (2017). PAULO FREIRE A CLASSIC OF EDUCATION: EPISTEMIC, POLITICAL AND PEDAGOGICAL CONTRIBUTIONS. Reflexão E Ação, 25(2), 84-100. https://doi.org/10.17058/rea.v25i2.8774

Issue

Vol. 25 No. 2 (2017): Dossiê: Paulo Freire, 20 anos de presença/ausência: contribuições para desafios atuais da educação

Section

PAULO FREIRE, 20 ANOS DE PRESENÇA/AUSÊNCIA

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