Statements (91)
| Predicate | Object |
|---|---|
| gptkbp:instance_of |
gptkb:book
|
| gptkbp:bfsLayer |
5
|
| gptkbp:bfsParent |
gptkb:Paulo_Freire
gptkb:Haymarket_Books |
| gptkbp:addresses |
gptkb:organization
issues of power and privilege |
| gptkbp:advocates_for |
collaborative learning
community involvement in education critical consciousness transformative education |
| gptkbp:analyzes |
historical context of education
relationship between education and society |
| gptkbp:associated_with |
liberation theology
|
| gptkbp:author |
gptkb:Paulo_Freire
|
| gptkbp:calls_for |
educational equity
inclusive education practices critical engagement with knowledge |
| gptkbp:challenges |
traditional teaching methods
|
| gptkbp:cultural_impact |
gptkb:Brazil
Brazilian education system |
| gptkbp:discusses |
cognitive development
social inequality role of emotions in learning power dynamics in education role of language in education |
| gptkbp:emphasizes |
reflection and action
social change through education |
| gptkbp:examines |
teacher-student relationships
impact of globalization on education impact of colonialism on education role of dialogue in education role of oppression in learning |
| gptkbp:explores |
cultural relevance in education
|
| gptkbp:focus |
gptkb:Saint
gptkb:language oppressed populations oppression and liberation consciousness raising |
| gptkbp:genre |
gptkb:education
|
| gptkbp:highlights |
importance of context in education
importance of dialogue in learning need for critical reflection in teaching. |
| gptkbp:historical_debate |
active participation in learning
|
| https://www.w3.org/2000/01/rdf-schema#label |
Pedagogy of the Oppressed
|
| gptkbp:impact |
gptkb:philosopher
|
| gptkbp:influence |
gptkb:political_organization
social justice movements social justice education |
| gptkbp:influenced |
liberation theology
social justice education educational reformers educational activists adult education practices |
| gptkbp:influenced_by |
Marxist theory
|
| gptkbp:inspired |
Freirean pedagogy
|
| gptkbp:is_a_framework_for |
liberation theology
|
| gptkbp:is_cited_in |
gptkb:Educational_Institution
educators worldwide |
| gptkbp:is_criticized_for |
banking model of education
|
| gptkbp:is_recognized_by |
gptkb:UNESCO
|
| gptkbp:isbn |
978-0826412768
|
| gptkbp:language |
gptkb:language
|
| gptkbp:notable_quote |
“ Education either functions as an instrument which is used to facilitate integration of the younger generation into the logic of the present system and bring about conformity or it becomes the practice of freedom.”
“ Education is the practice of freedom.” “ The oppressors do not perceive their monopoly on having more as an obstacle to their freedom.” “ Liberation is a praxis: the action and reflection of men and women upon their world in order to transform it.” “ The oppressed, having been conditioned to feel as lesser beings, are now called upon to be the example of humanity.” “ To speak a true word is to transform the world.” |
| gptkbp:page_count |
192
|
| gptkbp:philosophy |
humanization
|
| gptkbp:promotes |
student agency
holistic education approaches dialogue over monologue |
| gptkbp:published_year |
gptkb:1970
|
| gptkbp:publisher |
gptkb:Continuum
gptkb:Continuum_International_Publishing_Group |
| gptkbp:related_works |
gptkb:Pedagogy_of_Hope
|
| gptkbp:research |
dialogical method
|
| gptkbp:significance |
foundational text in education
|
| gptkbp:stations |
widely acclaimed
|
| gptkbp:subject |
gptkb:education
critical pedagogy |
| gptkbp:target_audience |
gptkb:University
gptkb:political_movement gptkb:Educational_Institution teachers and educators |
| gptkbp:theme |
critical pedagogy
|
| gptkbp:title |
gptkb:Pedagogia_do_Oprimido
|
| gptkbp:translated_into |
gptkb:Myra_Bergman_Ramos
English multiple languages |