Sep 2026· Revista Opinião Filosófica· Vol 17, pp. e1364· 0 citations
Abstract
This article analyzes the dialectical dimension of Paulo Freire’s Pedagogy of the Oppressed, investigating how the oppressor-oppressed relationship and the notion of conscientization dialogue with the dialectical tradition of master and slave (lordship and bondage) presented in Hegel’s Phenomenology of Spirit. The study aims to understand how Freire critically reworks categories related to consciousness, freedom, and human emancipation within the Latin American historical context. The research is bibliographic and qualitative in nature, grounded in an interpretive analysis of Freire’s work and its relationship to Hegel. The results indicate that Freire shifts Hegelian dialectics into the field of popular education and emancipatory praxis, transforming the contradiction between oppressors and oppressed into the foundation of a humanizing pedagogy. It is concluded that Pedagogy of the Oppressed goes beyond the educational field and stands as a relevant contribution to the philosophical debate on consciousness, recognition, and human liberation.
Paulo Freire is one of the main references in Brazilian and international educational thought, particularly in the fields of critical, democratic, and liberating education. His pedagogical conception understands education as a social practice capable of contributing to the development of critical awareness, dialogue, a...
C. Oliveira, Débora Cristina Tarossi, Ediane Pereira Machado Silva et al.· Revista ft· 0 citations
The main objective of this article is to provide a historical and biographical account of Antonieta de Barros (1901–1952), an educator, journalist, and state representative from Santa Catarina, popularly known as Maria da Ilha; a Black woman and a pioneer in Brazilian political and educational life, whose significance...
This study aimed to investigate the dialogue between contemporary French philosophy and Paulo Freire's critical pedagogy, articulated with contributions from other authors, to ground a proposal for culturally emancipated education. The analysis reveals a profound complementarity that overcomes the limitations of each t...
Haroldo Wilson da Silva, Herica Maria Castro dos Santos Paixão, Gilfran Melo Nascimento· Revista de Estudos Interdisc...· 0 citations
This article critically analyzes María Lugones’ thought to examine the extent to which her theory of the coloniality of gender provides foundations for a decolonial ecofeminist formulation; the study is delimited to the articulation between gender, race, and nature within the modern/colonial system, addressing how cate...
Gerson Luiz Martins dos Santos, M. Pinto, Marcello Phillipe Aguiar Martins et al.· REMUNOM· 0 citations
This study aims to reconstruct the ontological foundation of K.H. Ahmad Dahlan's Al-Ma'un Theology by employing Martin Heidegger's concept of Sorge (care), while formulating its implications for the direction of contemporary Islamic education. The study is motivated by the tendency of Islamic education to become ensnar...
Mohamad Ali, M. Mukalam, M. Apriantoro· Daengku Journal of Humanitie...· 0 citations
This article analyzes the impacts of digital exclusion on indigenous school education, using the COVID-19 pandemic as a catalyst for historical and structural inequalities. The study focuses on the Polo Feliciano Pio Municipal Indigenous School, located in the Ipegue Village (Aquidauana-MS), and is based on post-critic...
Luís Felipe Cristaldo Gonçalo, Adir Casaro Nascimento· Revista Diálogos Interdiscip...· 0 citations
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