Studies in Philosophy and Education

, Volume 26, Issue 6, pp 505–508 | Cite as

Ten Years on: Engaging the Work of Paulo Freire in the 21st Century

  • Peter RobertsEmail author

Paulo Freire died on 2 May 1997. He left a legacy of practical and theoretical work equalled by few other educationists in its scope and influence. Born in 1921, Paulo Freire grew up in Recife, Brazil. After completing secondary school Freire attended the University of Recife, where he studied law. He also developed a strong interest in educational and philosophical matters. Freire’s work with the Social Service of Industry (SESI) at the Regional Department of Pernambuco in the 1940s and 1950s brought him into direct contact with impoverished workers and was to have a significant impact on his subsequent thinking about social class. In the early 1960s Freire developed the distinctive approach to adult literacy education for which he was later to gain international acclaim. Plans for a nationwide literacy campaign were brought to an abrupt halt with the military coup in 1964. Freire was seen as a subversive and he was forced to seek exile. He spent approximately five years in Chile,...


Critical Consciousness Educational Gerontology Ontological Theme Childhood Educationist Tertiary Education System 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


  1. Escobar, M., Fernandez, A. L., Guevara-Niebla, G., & Freire, P. (1994). Paulo Freire on higher education: a dialogue at the National University of Mexico. Albany, NY: State University of New York Press.Google Scholar
  2. Freire, P. (1972a). Pedagogy of the oppressed. Harmondsworth: Penguin.Google Scholar
  3. Freire, P. (1972b). Cultural action for freedom. Harmondsworth: Penguin.Google Scholar
  4. Freire, P. (1973). Education for critical consciousness. New York: Continuum.Google Scholar
  5. Freire, P. (1978). Pedagogy in process: The letters to Guinea-Bissau. London: Writers and Readers.Google Scholar
  6. Freire, P. (1985). The politics of education. London: MacMillan.Google Scholar
  7. Freire, P. (1993). Pedagogy of the city. New York: Continuum.Google Scholar
  8. Freire, P. (1994). Pedagogy of hope. New York: Continuum.Google Scholar
  9. Freire, P. (1996). Letters to Cristina: Reflections on my life and work. London: Routledge.Google Scholar
  10. Freire, P. (1997a). Pedagogy of the heart. New York: Continuum.Google Scholar
  11. Freire, P. (1997b). A response. In P. Freire, J. W. Fraser, D. Macedo, T. McKinnon, & W. T. Stokes (Eds.), Mentoring the mentor: A critical dialogue with Paulo Freire (pp. 303–329). New York: Peter Lang.Google Scholar
  12. Freire, P. (1998a). Pedagogy of freedom: Ethics, democracy, and civic courage. Lanham: Rowman and Littlefield.Google Scholar
  13. Freire, P. (1998b). Politics and education. Los Angeles: UCLA Latin American Center Publications.Google Scholar
  14. Freire, P. (1998c). Teachers as cultural workers: Letters to those who dare teach. Boulder: Westview Press.Google Scholar
  15. Freire, P. (2004). Pedagogy of indignation. Boulder and London: Paradigm.Google Scholar
  16. Freire, P., & Faundez, A. (1989). Learning to question: A pedagogy of liberation. Geneva: World Council of Churches.Google Scholar
  17. Freire, P., & Macedo, D. (1987). Literacy: Reading the word and the world. London: Routledge.Google Scholar
  18. Freire, P., & Macedo, D. (1993). A dialogue with Paulo Freire. In P. McLaren, & P. Leonard (Eds.), Paulo Freire: A critical encounter (pp. 169–176). London: Routledge.Google Scholar
  19. Freire, P., & Macedo, D. (1995). A dialogue: culture, language, and race. Harvard Educational Review, 65(3), 377–402.Google Scholar
  20. Freire, P., & Shor, I. (1987). A pedagogy for liberation. London: MacMillan.Google Scholar
  21. Horton, M., & Freire, P. (1990). We make the road by walking: Conversations on education and social change. Philadelphia: Temple University Press.Google Scholar
  22. Illich, I. (1973). Deschooling society. Harmondsworth: Penguin.Google Scholar
  23. Mayo, P. (2004). Liberating praxis: Paulo Freire’s legacy for radical education and politics. Westport: Praeger.Google Scholar
  24. Peters, M. (1999). Freire and postmodernism. In P. Roberts (Ed.), Paulo Freire, politics and pedagogy: Reflections from Aotearoa-New Zealand (pp. 113–122). Palmerston North: Dunmore Press.Google Scholar
  25. Roberts, P. (2000). Education, literacy, and humanization: Exploring the work of Paulo Freire. Westport: Bergin and Garvey.Google Scholar

Copyright information

© Springer Science+Business Media B.V. 2007

Authors and Affiliations

  1. 1.Faculty of EducationUniversity of AucklandAucklandNew Zealand

Personalised recommendations