José Ortega y Gasset, The Revolt of the Masses (New York: Norton, 1932), p. 111.
Paulo Freire, The Politics of Education: Culture, Power, and Liberation (Westport, Conn.: Bergin & Garvey, 1985), p. 103.
Ibid.
Paulo Freire and Donaldo Macedo, Literacy: Reading the Word and the World (South Hadley, Mass.: Bergin & Garvey, 1987), p. 132.
Herb Kohl, “Paulo Freire: Liberation Pedagogy” in The Nation, 26 May 1997, p. 7.
Pepi Leistyna, “The Fortunes of My Miseducation at Harvard Graduate School of Education” in Tongue-Tying Multiculturalism: The Politics of Race and Culture in the Ivy League, ed. Donaldo Macedo, forthcoming.
Ibid.
Carry Nelson, Manifesto of a Tenured Radical (New York: New York University Press, 1997), p. 19.
Ibid.
Henry A. Giroux, Theory and Resistance: A Pedagogy for the Opposition (South Hadley, Mass.: J.F Bergin, 1983), p. 87.
Michael Schudson, Discovering the News: A Social History of American Newspapers (New York: Basic Books, 1978), p. 6.
Ibid.
For a comprehensive and critical discussion of scientific objectivity, see Donna Haraway, “Situated Knowledges: The Science Question in Feminism and the Privilege of Partial Perspective,” Feminist Studies 14 (1988): 575–599.
Linda Brodkey, Writing Permitted in Designated Areas Only (Minnesota: Minnesota University Press, 1996), p. 10.
Ibid., p.8.
Ibid.
Roger Fowler et al., Language and Control (London: Routledge & Kegan Paul, 1979), p. 192.
Greg Myers, “Reality, Consensus, and Reform in the Rhetoric of Composition Teaching,” College English 48, no. 2 (February 1986).
Jonathan Kozol, Amazing Grace: The Lines and the Conscience of a Nation (New York: Harper Perennial, 1996), p. 4.
Ibid., p. 39.
Ibid.
Richard J. Hernstein and Charles Murray, The Bell Curve: Intelligence and Class Structure in American Life (New York: The Free Press, 1994).
bell hooks, Yearning: Race, Gender and Cultural Politics (Boston: South End Press, 1990).
Renato Constantino, Neocolonial Identity and Counter Consciousness (London: Merlin Press, 1978).
Albert Memmi, The Colonizer and the Colonized (Boston: Beacon Press, 1965), p. 26.
Ibid., p. 40.
Ibid.
Ibid.
Paulo Freire, The Politics of Education (Westport, Conn.: Bergin & Garvey, 1985), p. 11.
Vaclav Havel, Living in Truth (London: Faber and Faber, 1989), p. 4.
Jean-Paul Sartre, introduction to The Colonizer and the Colonized, by Albert Memmi (Boston: Beacon Press, 1965), pp. xxiv–xxv.
Ibid., p. xxvi.
Regina L. Garcia and Victor V. Valla, “The Voice of the Excludeds” in Cadernos Cede, 38.
François Jacob, “Nous sommes programmes, mais pour apprendre,” Le Courrier UNESCO (February 1991).
Paulo Freire, À Sombra desta Mangueira (São Paulo: Olho d‘água, 1995).
Paulo Freire, Pedagogia do Oprimido (Rio de Janeiro: Paz e Terra, 1975).
For this purpose, see Vieira Pinto Álvaro, Ciência e Existência (Rio de Janeiro: Paz e Terra, 1969).
One talks too much, with insistence, of the researcher teacher. In my opinion, research is not a quality in a teacher nor a way of teaching or acting that can be added to the one of simply teaching. To question, to search, and to research are parts of the nature of teaching practice. What is necessary is that, in their ongoing education, teachers consider themselves researchers because they are teachers.
For this purpose, see Neil Postman, Technology: The Surrender of Culture to Technology (New York: Alfred A. Knopf, 1992).
See Paulo Freire, Cartas à Cristina (Rio de Janeiro: Paz e Terra, 1995), Décima Sexta Carta, p. 207.
Paulo Freire, Pedagogia da Esperança (Rio de Janeiro: Paz e Terra, 1994).
Paulo Freire, Education in the City (São Paulo: Cortez Editora, 1991).
This is a fundamental preoccupation of Prof. Miguel Arroio and his team in Belo Horizonte, where they have reinvented the school in a way that should serve as a model for the rest of the country. But none of the media seem interested in making known this experience or similar experiences in Uberaba, Porto Alegre, Recife, and so many other places throughout Brazil. It’s a great pity that such creative practices promoted by people willing to take risks, whether in private or public schools, are so marginalized when they could be the subject of a television program of considerable impact.
See Freire, Pedagogia da Esperança, and Freire, À Sombra desta Mangueira.
Jacob, “Nous sommes programmés.”
See Freire, Cartas à Cristina.
See Paulo Freire, “Cartas a quem ousa ensinar” (Letters to whom dare teaching) in Professora Sim, Tia, Não (Teacher yes, aunt, no) (São Paulo: Olho d’água, 1995).
I insist on the reading of Professora Sim, Tia, Não.
See Paulo Freire, Teachers as Cultural Workers: Letters to Those Who Dare Teach (translation of Professora Sim, Tia, Não) (Boulder, Colo.: Westview Press, 1997).
See Freire, Pedagogia do Oprimido, and Freire, Pedagogia da Esperança.
See Freire, Pedagogia da Esperança.
See Freire, Pedagogia do Oprimido.
See Freire, Pedagogia da Esperança, Cartas à Cristina, and Pedagogia do Oprimido.
Joseph Moermann, “La globalization de l’economie provoquera-t-elle un mai 68 mondial?: La marmite mondiale sous pression,” Le Courrier 8 (August 1996), Swiss edition.
The photos that were on display were taken by a team of teachers of the area.
C. Wright Mills, The Power Elite (A elite do poder) (New York: Oxford University Press, 1956).