In the May 1970 issue of the Review, Dr. Freire described the adult literacy process as an act of knowing through which a person is able to analyze critically the culture which has shaped him and to move toward reflection and positive action upon his world. Such education in Freire's view is cultural action for freedom, through authentic dialogue rather than for domestication. In this concluding section, the author proceeds to consider the philosophical basis and the social context of his own thought. With specific reference to Latin America, he discusses the emergence of the masses into the political process in the Third World and analyzes the levels of consciousness which characterize that emergence. Finally he discusses the nature and function of a truly liberating education in this period of historical transition.
Skip Nav Destination
Research Article| January 03 2012
Cultural Action and Conscientization
Harvard Educational Review (1970) 40 (3): 452–477.
Paulo Freire; Cultural Action and Conscientization. Harvard Educational Review 1 September 1970; 40 (3): 452–477. doi: https://doi.org/10.17763/haer.40.3.h76250x720j43175
Download citation file:
Don't already have an account? Register
You could not be signed in. Please check your email address / username and password and try again.
Could not validate captcha. Please try again.
Sign in via your InstitutionSign in via your Institution
Distracting, Erasing, and Othering: A Critical Analysis of the Teachers Pay Teachers’ Teach for Justice Collection
KATY SWALWELL<span class='al-author-delim'>, </span>NOREEN NASEEM RODRÍGUEZ<span class='al-author-delim'>, </span>AMY UPDEGRAFF<span class='al-author-delim'>, </span>LESLIE ANN WINTERS
Public Goods, Private Goods, and School Preferences
LESLIE K. FINGER<span class='al-author-delim'>, </span>DAVID M. HOUSTON
Norms of Convivencia as Practices of Abjection: Saving the Nation by Saving the Muslim Girl
Global Flows and Critical Cosmopolitanism: A Longitudinal Case Study
CATHERINE COMPTON-LILLY<span class='al-author-delim'>, </span>MARGARET R. HAWKINS
Cancel Wars: How Universities Can Foster Free Speech, Promote Inclusion, and Renew Democracy, by Sigal R. Ben-Porath, Algorithms of Education: How Datafication and Artificial Intelligence Shape Policy, by Kalervo N. Gulson, Sam Sellar, and P. Taylor Webb, Right Where We Belong: How Refugee Teachers and Students Are Changing the Future of Education, by Sarah Dryden-Peterson
Megan L. Bogia<span class='al-author-delim'>, </span>Abhinav Ghosh<span class='al-author-delim'>, </span>Santiago Pulido-Gómez