Freire_Intercultural_Perspective_Presentation.pptx

This presentation proposes an intercultural interpretation of Paulo Freire’s 'Pedagogy of the Oppressed'. It highlights how Freire’s pedagogical vision merges theory and intercultural practice to address contemporary educational and social challenges

1. The Intercultural Perspective in Paulo Freire’s Pedagogy of the Oppressed By Domenica Maviglia University of Messina (2019)

2. Abstract This paper proposes an intercultural interpretation of Paulo Freire’s 'Pedagogy of the Oppressed'. It highlights how Freire’s pedagogical vision merges theory and intercultural practice to address contemporary educational and social challenges.

3. 1. Premise Modern societies are increasingly pluralistic due to migration and cultural mixing. Freire’s perspective on education as humanization remains vital for addressing injustice, marginalization, and oppression through dialogue and reflection.

4. Key Concepts in Freire’s Pedagogy • Humanization vs Dehumanization • Oppressor–Oppressed Dichotomy • 'Banking Model' of Education vs Dialogic Education • Liberation through Awareness and Critical Reflection

5. 2. Intercultural Education as a Practice of Humanization Education should open individuals to dialogue, empathy, and democratic coexistence. Freire’s 'problematizing education' encourages praxis—reflection and action—to foster mutual respect and transform societies through love, humility, faith, and critical thought.

6. Dialogic Action and Interculturalism Freire emphasizes dialogue as essential for humanization. Through dialogue, individuals recognize each other’s humanity and engage in collective transformation. This is the basis for intercultural understanding and coexistence.

7. 3. Role of Schools and Educators Schools must serve as democratic spaces promoting respect, equality, and solidarity. Teachers are not neutral transmitters but 'Critical Researchers' engaged in social transformation. They must balance ethics and aesthetics in education.

8. The Role of the Critical Researcher Teachers must: • Recognize and value diversity • Challenge discrimination and oppression • Promote dialogic and intercultural pedagogy • Foster critical consciousness and ethical reflection

9. Freire’s Questions on Dialogue • How can I dialogue if I project ignorance onto others? • How can I dialogue if I see myself as superior? • How can I dialogue if I am closed to others’ contributions? • Dialogue requires humility, openness, and shared creation of meaning.

10. Conclusion Freire’s pedagogy, when viewed through an intercultural lens, remains a powerful model for education that is ethical, democratic, and humanizing. It calls educators and learners alike to transform themselves and society through dialogue, empathy, and critical awareness.

11. Selected References • Freire, P. (2005). Pedagogy of the Oppressed. • Freire, P. (2001). Pedagogy of Freedom. • Cambi, F. (2006). Incontro e dialogo. • Giusti, M. (2004). Pedagogia interculturale. • Catarci, M. (2016). La pedagogia della liberazione di Paulo Freire.