Conscientização: Genesis and Dimensions of Critical Consciousness

Abstract

Up to here we have pointed out aspects of the construction of the pedagogy of the modern social contract, contrasting basically Rousseau’s and Paulo Freire’s ideas. There is a wide lapse of time between these two authors, which cannot be covered here. The basic argument in this book is that in Paulo Freire we have a reference for thinking about education in a different social contract, because he incorporates elements of an emancipatory pedagogical tradition, from Hegel and Marx, passing through John Dewey and through the philosophical currents that impregnated the twentieth century up to the rereading of Christianity promoted by Liberation Theology and other liberation movements in the world. In this chapter we intend to have as the theme for reflection the concept of conscientização, which, in turn, is at the center of Freire’s pedagogical theory. It is intended as a starting point to outline an itinerary in the complex map of interaction, identifying places and paths for the necessary educational reconstruction in our days.

The majority of the people passed over this earth sleeping. They ate and drank, but they did not know of themselves. We must now begin a crusade to reveal to people their own nature and to give them, with the knowledge of simple and practical science, the personal independence which strengthens kindness and encourages decorum and the pride of being a loving and living creature in the great universe.

—José Marti