Educational context and language impossibility


If we considering the relevance of the Thiong’o proposal of language as ” (Thiong’o, 439), the international educational context to turns out to be paradoxical.  The language as a reflection of how we experienced the world, situate our self from a unique perspective and therefore built a gap that seems difficult the shorten, between individuals […]

Ca(n)non


I’m interested in the contiguity of these texts. There’s a degree to which the dialogism between Freire and Boal is readily given to us—Boal’s book, following Freire’s, deviates in title by a single word: “pedagogy” becomes “theatre.” And what better way to practice the pedagogy of the oppressed than to perform it theatrically? Freire writes […]

The Performance of Language


The performance of language has been a prominent subject matter in the past four readings. How we speak, sing, or utter anything from our mouths’ dictate power and subjectivity over ourselves. In Paolo Freire’s Pedagogy of the Oppressed, Freire quotes, “Yet only through communication can human life hold meaning.” (Freire 77) Freire emphasizes that dialoguing […]

De Pedagogia, Opressão e Humanos


Como estabelecer uma forma de diálogo, ou educação, libertadora? Longe de uma certa tradição Ocidental que hierarquiza o Mestre e seus Discípulos, o detentor de conhecimento e aquele que seria o repositório desses saberes, à qual Paulo Freire nomeia pedagogia bancária . Essa parece uma das inúmeras questões que perpassam e ressoam em todos os […]

Cisma epistêmica, ferramenta do Oprimido


No Kenya colonial, Ngugi wa Thiong’o aponta o quanto as crianças sofriam diversos tipos de abuso para que abandonassem sua subjetividade, forjada na língua materna, e que aderissem às duras diretrizes da educação anglocêntrica . Esta universalização do pensamento, base do esquema de dominação das metrópoles, silencia violentamente um amplo léxico de linguagens e experiências. […]

The “Classroom Monitor” and the “Instrument of Production”


Aimé Césaire writes powerfully about the colonizer-colonized relationship, refuting the term “human contact” as a descriptor of that relationship. “Human contact” lacks any reference to the dialectical opposition between colonizer and colonized, where the former dominates the latter in order to exploit them. Instead, Césaire describes the colonizer-colonized relationship as “a classroom monitor… and an […]