Freire filosofo e traduttore di approcci filosofici; spunti e riflessioni
Secci Claudia
2018-01-01
Abstract
The chapter is about Paulo Freire’s major influences in terms of proponents he is more likely linked with on a theoretical basis, showing which perspectives played a significant role in the shaping of his educational and pedagogical view. His interpretation of European and North American philosophies of the nineteenth century melts with the experiences and issues of South American history. Freire is remarkably inspired by phenomenology and existentialism, so he draws from these perspectives many aspects that shape his own knowledge theory and his view upon the man-world connection. His view, however, is neither passive nor dogmatic, but pursues the achievement of his pedagogical goals, which tend to human completeness in circumstances of oppression and inhumanity. Paulo Freire is a Christian thinker, in so far as his religious spirituality accompanies him since the beginning, but he draws as well from Christianity first and foremost the liberating and revolutionary message, intensively dialoguing with Liberation theologists; furthermore he gathers from Christian personalism the subject of the individual’s uniqueness and the surfacing of their particularity amongst a community emancipating movement. The Brazilian author, since his major text, entitled to The Pedagogy of the Oppressed, draws from Marxism the general interpretation scheme of society, of its internal power arrangement and class division. Here, also, Freire shows how he favours the utopic afflatus to the structural inquiry of this philosophy and his Marxist adhesion, is filtered both through a contextual readjustment and through the inspiring contributions of some Marxists of the nineteenth century like Antonio Gramsci, who greatly influenced Freire’s view of the link between intellectuals and social and political movements. The Marxist profile of Freire’s oeuvre appears to be, among other aspects, the most inspiring one for his followers, in particular for the critical pedagogy thinkers in the United States. Furthermore, Freire maintains, through his interpretation of Dewey’s pragmatism/activism, a deep theoretical dialogue with North American pedagogical culture. The current interest in the philosophical dimension of Freire’s thought might lay not as much in the consideration of the contents, as rather in the author’s ability to pick up the most authentic pedagogical message of each single approach. This teaching has to be seized in sight of an historical season, in which social, political and psychological oppression displays itself in many forms that are different from the past, and the educational fighting against these must be provided with innovative interpretation and intervention tools.File | Size | Format | |
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