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  • Pedagogy of The Oppressed

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    Foteini Venieri
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    Chapter 1 discusses humanization versus dehumanization and the constructed models of humanity. It also covers the potential for transformation, the structure of domination, and the need for critical intervention in reality and liberating education to reduce the dependence of the oppressed. Chapter 3 focuses on the concepts of action-reflection, dialogue, and traits of dialogical men. It examines the perception of education content, decoding reality, generative themes, situational representation by teachers, and the method of thematic investigation in communities through various stages. Chapter 4 briefly outlines some of the oppressor's characteristics and how they define others as alienated entities.

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    Freire introduces the pedagogy of the oppressed

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    Pedagogy of the Oppressed

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    Chapter 1 discusses humanization versus dehumanization and the constructed models of humanity. It also covers the potential for transformation, the structure of domination, and the need for critical intervention in reality and liberating education to reduce the dependence of the oppressed. Chapter 3 focuses on the concepts of action-reflection, dialogue, and traits of dialogical men. It examines the perception of education content, decoding reality, generative themes, situational representation by teachers, and the method of thematic investigation in communities through various stages. Chapter 4 briefly outlines some of the oppressor's characteristics and how they define others as alienated entities.

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    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
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    2 views1 page

    Pedagogy of The Oppressed

    Uploaded by

    Foteini Venieri
    Chapter 1 discusses humanization versus dehumanization and the constructed models of humanity. It also covers the potential for transformation, the structure of domination, and the need for critical intervention in reality and liberating education to reduce the dependence of the oppressed. Chapter 3 focuses on the concepts of action-reflection, dialogue, and traits of dialogical men. It examines the perception of education content, decoding reality, generative themes, situational representation by teachers, and the method of thematic investigation in communities through various stages. Chapter 4 briefly outlines some of the oppressor's characteristics and how they define others as alienated entities.

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    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
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    of 1

    Freire, Paulo, Pedagogy of the Oppressed.

    New York: Continuum

    1
    Humanization/dehumanization, Constructed models of humanity (manhood)
    Potential of transformation, Objectivism/subjectivism 32-33, Structure of
    domination 33, Critical intervention- reality 34, Implementation of liberating
    education 36, Dependence of the oppressed 44-49

    K 3

    Action-Reflection ~ word-work-praxis, Dialogue an approach 69-71, Traits of a


    dialogical man, Perception education content, Impenetrable reality, methods of
    decoding 86-87, Generative theme 87, Situationality/representation by teacher
    90, Method of thematic investigation in community 91-93, Consciousness-limit
    situation 94, 2nd stage investigation 95, Codifications 96-97, 3rd stage investigation
    98, Last stage investigation 100-105

    K 4

    ppressors characteristics 110, Defining others as alienated entities 115

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