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Krótka historia terminu conscientização i o tym, jak Paulo Freire je porzucił

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Stańczyk P.

Teraźniejszość – Człowiek – Edukacja

2018

vol. 21

issue 1(81)

7-23

This article is focusing on the crucial, for emancipatory pedagogy of P. Freire, category of conscientização. On the one hand this notion was the core part of Freirean philosophy of education, on the other, there was some important reasons of abandoning this category by P. Freire. In P. Freire’s opinion conscientização was overused or used in naive or even reactionary way. To reconstruct P. Freire’s reasons to abandon conscientização category this article contains analysis of two Freire’s text which delimit boundary between use and abandonment of this notion. The context of this article are hegemony of neoliberal discourse in education, knowledge-based society and economy and also appreciation of popular classes in educational emancipatory process.

Artykuł ten koncentruje się na kluczowej dla emancypacyjnej pedagogii P. Freirego kategorii conscientização. Z jednej strony pojęcie to należało do rdzenia Freirowskiej filozofii wychowania, z drugiej zaś zaistniały ważne powody, dla których P. Freire zrezygnował z jego użycia. Zdaniem P. Freirego pojęcie conscientização było nadużywane lub używane w sposób naiwny bądź wręcz reakcyjny. W celu zrekonstruowania powodów rezygnacji P. Freirego z pojęcia conscientização artykuł ten zawiera analizę dwóch jego tekstów wyznaczających granicę użycia omawianego pojęcia. Kontekstem tego artykułu jest neoliberalna hegemonia w dyskursie edukacyjnym, społeczeństwo i gospodarka oparte na wiedzy, a także uznanie warstw ludowych w edukacyjnym procesie emancypacyjnym.

Education as (de)humanization. A possibility for a creative dialogue between the social philosophies of Paulo Freire and Zygmunt Bauman

71%

Tuleikytė J., Jacobsen M. H.

Studia Krytyczne/ Critical Studies

2022

issue 11

This article examines the works of two social critics – Paulo Freire and Zygmunt Bauman – with regard to the idea of education as a cause of dehumanization and/or humanization. The key terms and ideas the authors use in their critique of dehumanization within social relations are compared: Freire’s concept of banking model of pedagogy is analysed in contrast to Bauman’s philosopheme of adiaphorization. With both similar and very different understandings of what it means to be human, the two authors search for alternatives to the status quo and to power relations of human subjects being treated as objects – be it, in Freire’s case, the oppressed in the 20th century Brazil or, in Bauman’s case, the Holocaust victims in the 20th century and persons in the contemporary 21st century consumer society. The article aims at founding the thesis that both authors promote humanization, although in different ways, and that Bauman’s humanization through metaphors is in times of liquid modernity a contemporary form of Freire’s modern critical pedagogy. The article also aims to generally present Bauman’s conception of education as the author so far has been much less introduced in educational sciences than Freire is, and a comparison of their education philosophies reveals how modern and postmodern principles of the two theories and their practical implications complement one another and engage in a possibility for a creative dialogue.

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1 Studia Krytyczne/ Critical Studies

1 Teraźniejszość – Człowiek – Edukacja

1 Jacobsen M. H.

1 Stańczyk P.

1 Tuleikytė J.

1 2022

1 2018

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Krótka historia terminu conscientização i o tym, jak Paulo Freire je porzucił

Education as (de)humanization. A possibility for a creative dialogue between the social philosophies of Paulo Freire and Zygmunt Bauman