Abstract
I imagine that the title of Freire’s last book, Pedagogia da autonomia [Pedagogy of Autonomy], came as a surprise for many people. How can one speak of autonomy in the context of the theoretical efforts of the deconstruction of the modern subject, criticized by its abstract and instrumental rationality, for its essentiality, for its autonomy? Is this discussion not dislocated in time and space, that is, a regression in relation to the modernity that one desires to overcome? Could it be that the U.S. publishers were suggesting something more adequate to the present time when they used Pedagogy of Freedom as the title of the North American version.
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No one is first autonomous in order to decide afterward. Autonomy grows in the experience of various and innumerable decisions that are being taken.
—Paulo Freire
Following Freire, we may argue that the central question of education today is what role, if any, educational institutions and practices should play in the constitution of the social pact that articulates democracy.
—Carlos Alberto Torres
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Notes
See Ana Maria Araújo Freire (org.), Pedagogia da libertação em Paulo Freire [Pedagogy of Liberation in Paulo Freire] (São Paulo: Editora UNESP, 1999).
Edson Passetti, Conversação libertária com Paulo Freire (São Paulo: Imaginário, 1998), p. 46.
See Antônio Flávio Pierucci, Ciladas da diferença (São Paulo: Editora 34, 1999).
Paulo Freire, “Anotações sobre unidade na diversidade,” Política e educação (São Paulo: Cortez, 1993), p. 35.
Paulo Freire, Educação como prática da liberdade (Rio de Janeiro: Paz e Terra, 1980), p. 46.
Augusto Nivaldo Triviños and Balduíno Andreola, Freire e Fiori no exílio: urn projeto pedagógico-político no Chile [Freire and Fiori in Exile: A Pedagogical-Political Project in Chile] (Porto Alegre: Ritter dos Reis, 2001).
Moacir Gadotti, Paulo Freire: uma biobibliografia (São Paulo: Cortez, 1996);
Ana Maria Araüjo Freire, Paulo Freire: uma história de vida (São Paulo: Villa das Letras, 2006);
Danilo R. Streck, Euclides Redin, and Jaime J. Zitkoski, Dicionário Paulo Freire (Belo Horizonte: Autêntica, 2010).
Paulo Freire e Adriano Nogueira, “Apresentação” Que fazer: teoria e prática em educação popular (Petrópolis: Vozes, 1989).
Benedito Cintra, Paulo Freire entre o grego e o semita (Porto Alegre: EDIPUCRS, 1998),
See Paulo Freire, Pedagogia da esperança: Um reencontro com a Pedagogia do oprimido (Rio de Janeiro: Paz e Terra, 1992).
Peter Roberts, Education, Literacy, and Humanization: Exploring the Work of Paulo Freire (Westport, Connecticut: Bergin & Garvey, 2000).
Danilo R. Streck, Pedagogia no encontro de tempos: ensaios inspirados em Paulo Freire (Petrópolis: Vozes, 2001), p. 30.
Peter McLaren, Che Guevara, Paulo Freire, and the Pedagogy of Revolution (New York: Rowman & Littlefield Publishers, 2000), p. 103.
Jean-Jacques Rousseau, Do contrato social; Ensaio sobre a origem das lín-guas; Discurso sobre a origem e os fundamentos da desigualdade entre os homens; Discurso sobre as ciências e as artes. Urn discurso sobre as ciências e as artes, edited by Vitor Civita (São Paulo: Abril Cultural, 1983), p. 243.
Peter McLaren and Farahmandpur, “Critical Pedagogy, Postmodernism, and the Retreat from Class,” in Dave Hill, Peter McLaren, Mike Cole, and Glenn Rikowski (eds.), Postmodernism in Educational Theory: Education and the Politics of Human Resistance (London: Tufnell, 1999), p. 185.
Gomercindo Ghiggi, A Pedagogia da Autoridade a serviço da Liberdade: diálogos com Paulo Freire e professores em formação (Pelotas: Seiva, 2002), p. 120
Johann Heinrich Pestalozzi, Lienhard un Gertrud (Bad Heilbrunn: Klinkhardt, 1993).
Jean-Jacques Rousseau, Emile ou Da Educação (São Paulo: Martins Fontes, 1995), p. 490.
Danilo R. Streck, Rousseau & a educação (Belo Horizonte: Autêntica, 2008).
Danilo R. Streck, “The Utopian Legacy: Rousseau and Freire,” in Carlos Alberto Torres and Pedro Noguera (eds.), Social Justice Education for Teachers (Roterdam: Sense, 2008), pp. 69–80.
Richard Wolin, Walter Benjamin: an Aesthetics of Redemption (Berkeley: University of California Press, 1994), p. 51
Ana Maria Araújo Freire, “Inédito viável,” in Danilo R. Streck, Euclides Redin, and Jaime J. Zitkoski (eds.), Dicionário Paulo Freire (Belo Horizonte: Autêntica, 2010).
Paulo Freire, Cartas a Cristina (Rio de Janeiro: Paz e Terra, 1994), p. 192.
Balduíno Andreola, “Carta-prefácio a Paulo Freire,” in Paulo Freire (ed.), Pedagogia da indignação: cartas pedagógicas e outros escritos (São Paulo: Editora UNESP, 2000), p. 24.
Peter McLaren, Che Guevara, Paulo Freire, and the Pedagogy of Revolution (Lanham: Rowman & Littlefeld, 2000), p. 170.
Carlos Alberto Torres Novoa, “Grandezas y miserias de la educación latinoamericana del siglo veinte,” in Carlos A. Torres (org.), Paulo Freire e a agenda da educação latino-americana no século XXI (Buenos Aires: CLACSO, 2001), p. 45.
See Jaime Zitkoski, Horizontes da (re)fundamentação em educação popular: urn diálogo entre Freire e Habermas (Frederico Westphalen: Ed.URI, 2000);
Raymon A. Morrow and Carlos Alberto Torres, Reading Freire and Habermas: Critical Pedagogy and Transformative Social Change (New York: Teacher College Press, 2002).
Paulo Freire, Pedagogia da indignação: cartas pedagògicas e outros escritos (São Paulo: Editora UNESP, 2000), p. 112.
Enrique Dussel, Ética da libertação na idade da globalização e da exclusão (Petrópolis: Vozes, 2000), p. 441.
See Lucía Coral Aguirrre Muñoz, “The Globalization of Capital, Critical Pedagogy, and the Aftermath of September 11: An Interview with Peter McLaren,” The School Field vol. XII, no. 5/6 (2001), pp. 109–156.
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© 2010 Danilo R. Streck
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Streck, D.R. (2010). Autonomy Revisited: From Rousseau to Freire. In: A New Social Contract in a Latin American Education Context. Palgrave Macmillan’s Postcolonial Studies in Education. Palgrave Macmillan, New York. https://doi.org/10.1057/9780230115293_6
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