Por uma Pedagogia Crítica:  confluências entre as teorizações de Peter McLaren e o pensamento freireano

Peter McLaren

doi:10.14393/REPOD-v11n2a2022-65386

For a Critical Pedagogy: confluences between Peter McLaren's theories and Freirean thought

Authors

Peter McLaren Universidade de Chapman - Estados Unidos

DOI:

https://doi.org/10.14393/REPOD-v11n2a2022-65386

Keywords:

Critical pedagogy, Freirean Theory, Dialogicity

Abstract

Over many decades, Peter McLaren's works have become fundamental references for the solidification of critical theory. In this essay, McLaren discusses important elements of his intellectual approach to the dialectical and dialogical complexity of Paulo Freire's work, sealed by their solid friendship. The author's narrative includes memories of meetings with Freire and the importance of Freire's theory to foster educational principles and practices based on counter-hegemonic struggles and on combatting the current dynamics of power, anchored in neoliberal and neoconservative policies.

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Author Biography

Peter McLaren, Universidade de Chapman - Estados Unidos

Peter McLaren holds a BA in English Literature from the University of Waterloo, a BA in Education from the Faculty of Education at the University of Toronto, a Master’s Degree in Education from Brock University's College of Education, and a PhD from Ontario Institute for Studies in Education, from the University of Toronto. He is considered one of the Critical Pedagogy founders, his theories are key references for investigations and analyzes on critical multiculturalism, Freirean principles, curricula and school cultures. His dense academic production is available in books, book chapters, articles and interviews in more than twenty countries.

Downloads

Published

2022-04-12

How to Cite

MCLAREN, P. For a Critical Pedagogy: confluences between Peter McLaren’s theories and Freirean thought. Revista Educação e Políticas em Debate, [S. l.], v. 11, n. 2, p. 530–538, 2022. DOI: 10.14393/REPOD-v11n2a2022-65386. Disponível em: https://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/65386. Acesso em: 22 nov. 2024.