Abstract

MESQUIDA, Peri  and  AKKARI, Abdeljalil. The freirean logos: the paradoxes of the word that breaks the silence and frees. Rev. Diálogo Educ. [online]. 2018, vol.18, n.59, pp.1086-1109.  Epub Feb 05, 2020. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.18.059.ds05.

For nearly five centuries, most of the scientific and technological breakthroughs were made in European countries or under European control. But this supremacy, which has been short-lived when human history is taken into account, occurred in the context of the dominant colonial relations between Europe and the rest of the world. European supremacy in the production of knowledge was, however, weakened by decolonization and the unfinished movement of cultural minorities for equality. In the field of education and pedagogy, Paulo Freire made a fundamental contribution. For this reason, no book on education in what we call World of Majority cannot refer to the work of Paulo Freire, be it taking its philosophical, social and pedagogical thinking or criticizing it. Writing about Paulo Freire is difficult challenge. Both the author and his theory have been at the center of many pedagogical discussions around the world. Interpretation of his legacy varies according to the context in which it takes place. In Europe, Freire is better known for his method of literacy training used in adult education. In the United States, critical theorists have used several Freirian concepts to address educational inequalities (APPLE, 1996; GIROUX, 1997; MCLAREN, 1997). In Latin America and other Third World countries, the main point of interest centers around the socio-political value of Freire’s pedagogy (LOIOLA and BORGES, 1996; NÓVOA, 1996). The goals of this paper are to explore aspects of Freire’s theory that might inform educational reforms in the Majority World. In some sections of this paper, we will show the paradoxes of the word that silences and the word that breaks the silence. In the first section, we argue that scholars of comparative education did not understand the Freire’s theory in order to differentiate between schooling and education. In the second section, we look at Freire’s ideas in practice. We examine the power of Freire’s approach to literacy in the third section. In the fourth section, we conclude by suggesting some propositions to build a critical education based on Freire’s pedagogical heritage.

Keywords : Freirean pedagogy; Paradoxes; Education; Majority world.

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