This year marks the centenary of the birth of one of the greatest thinkers in education: Paulo Freire. Paulo Freire’s work has globally influenced people working in education, community development, community health, communications, and many other fields. In particular, his best-known book Pedagogy of the Oppressed is considered to be one of the foundational texts of critical pedagogy, advocating a pedagogy with a new relationship between teacher, student, and society. Freire developed an approach to education that links the identification of issues with positive actions for change and development.
Considering the relevance of Freire’s thought for education theory, research, and practice, the Cambridge Latin American Research in Education Collective invites researchers, academics, students, and general public to write contributions that reflects about critical pedagogy in today’s digital environment and the challenges for dialogical education considering the new technological landscape. We are interested in contributions linking Freire’s legacy with current trends…
I am a Brazilian doctoral student at the Faculty of Education, University of Cambridge. My research examines the role of higher education which goes beyond the traditional functions of teaching and research. I am particularly interested in how universities engage with communities, social movements and other sectors of society, contributing to the development of alternative futures (eg. Buen Viver, human flourishing), social justice, democratic societies and emancipated individuals. In this academic journey, I have a particular motivation to explore dialogical and ethnographic approaches and the philosophy of critical realism. I have a degree in marketing, where for 20 years, I worked mainly with technology and innovation projects. I have a special interest in engaging with networks such as the National Association of Graduate Studies and Research in Education (Anped); Culture, Politics and Global Justice (CPGJ) research cluster; Center for Global Higher Education (CGHE); Faculty of Education Research Students’ Association (FERSA); Cambridge Educational Dialogue Research (CEDiR); Cambridge Global Challenges (CGC); Cambridge University Brazilian Society (CUBS).
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