Dr. Freire writes from a Third World perspective, but with obvious implications for education in general. He rejects mechanistic conceptions of the adult literacy process, advocating instead a theory and practice based upon authentic dialogue between teachers and learners. Such dialogue, in Freire's approach, centers upon codified representations of the learners' existential situations and leads not only to their acquisition of literacy skills, but more importantly to their awareness of their right and capacity as human beings to transform reality. Becoming literate,then, means far more than learning to decode the written representation of a sound system. It is truly an act of knowing, through which a person is able to look critically at the culture which has shaped him, and to move toward reflection and positive action upon his world.
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Research Article| January 03 2012
The Adult Literacy Process as Cultural Action for Freedom
Harvard Educational Review (1970) 40 (2): 205–225.
Paulo Freire; The Adult Literacy Process as Cultural Action for Freedom. Harvard Educational Review 1 July 1970; 40 (2): 205–225. doi: https://doi.org/10.17763/haer.40.2.q7n227021n148p26
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