000			02060nam a22001937a 4500
005			20210716110300.0
008			210715b2017 ||||| |||| 00| 0 eng d
020			_a9780241301111
040			_aMAIN
041			_aENG
082			_a370.115 _bFRE/PED
100			_aFreire, Paulo
245			_aPedagogy of the oppressed _cby Paulo Freire.
260			_aUK : _bPenguin Books, _c2017.
300			_a156 p.
500			_aTable of Contents: Chapter 1. The Justification for a Pedagogy of the oppressed; the contradiction between the oppressors and the oppressed, and how it is overcome; oppression and the oppressors; oppression and the oppressed; liberation not a gift, not a self-achievement, but a mutual process. Chapter 2. The "Banking Concept" of Education as an instrument of oppression - its presuppositions --a critique; the problem-posing concept of education as an instrument for liberation --its presuppositions; the "banking" concept and the teacher-student contradiction; the problem- posing concept and the supersedence of the teacher-student contradiction; education --a mutual process, world-mediated; people as uncompleted beings, conscious of their incompletion, and their attempt to be more fully human. Chapter 3. Dialogics -The essence of education as the practice of freedom; dialogics and dialogue; dialogue and the search for programme content; the human-world relationship, "generative themes", and the programme content of education as the practice of freedom; the investigation of "generative themes"; the various stages of the investigation. Chapter 4: Antidialogics and dialogics as matrices of opposing theories of cultural action --the former as an instrument of oppression and the latter as an instrument of liberation; the theory of anti-dialogical action and its characteristics; conquest, divide and rule, manipulation, and cultural invasion; the theory of dialogical action and its characteristics --cooperation, unity, organization and cultural synthesis.
650			_aEducation--Philosophy.
942			_cBK
999			_c16756 _d16756