La concepción de “ser humano” en Pablo Freire
DOI:
https://doi.org/10.15359/ree.12-1.3Keywords:
human been, existence, participacion with the world, emancipating pedagogyAbstract
This article analizes how Pablo Freire, one of the main education theoreticians with broad trajectory and world influence and with a big contibution to what it is known as alternative pedagogy, conceives the human been and his participation in and with the world. He has built his conception on this matter through several publications, merged from his teaching practice.References
Farré, L. (1968). Antropología Filosófica. El hombre y sus problemas. Madrid, España: Ediciones
Guadarrama.
Freire, P. (1975). Pedagogía del oprimido ( 14° ed. ). México: Siglo XXI Editores.
Freire, P. (1976). La educación como práctica de la libertad (17ª ed.). México: Siglo XXI
Editores.
Freire, P. (1977). Cartas a Guinea Bissau: apuntes de una experiencia pedagógica en proceso.
México: Siglo XXI Editores.
Freire, P. (1990). La importancia de leer y el proceso de liberación (7° ed.). México: Siglo XXI
Editores.
Freire, P. (1990). La Naturaleza política de la educación. Cultura, poder y liberación. España:
Ediciones Paidós.
Freire, P. (1992). Pedagogía de la esperanza: un reencuentro con la pedagogía del oprimido.
México: Siglo XXI Editores.
Freire, P. (1996). Cartas a Cristina. Reflexiones sobre mi vida y mi trabajo. México: Siglo XXI
Editores.
Freire, P. (1997). Pedagogía de la autonomía. Saberes necesarios para la práctica educativa.
México: Siglo XXI Editores.
Gabriel, M. (1964). El misterio del Ser. Buenos Aires, Argentina: Editorial Sudamericana.
Olarte, T. (1974). El ser y el hombre. San José: Editorial Fernández Arce.
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