The Meaning of Conscientizacao: The Goal of Paulo Freire's Pedagogy.

Smith, William A.

Alert:

Limited Availability of Full-Text Documents. Click here for more information, or here to request the return of a PDF online.

Help

Tutorial

Help |

Tutorial

Help |

Tutorial

Help With This Page

Back to Search Results Help Permalink Share this record

More Info:
Help 0 items in My Clipboard | Add record to My Clipboard

Record Details - ED171651

Title: The Meaning of Conscientizacao: The Goal of Paulo Freire's Pedagogy.

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text

Related Items: Show Related Items

Click on any of the links below to perform a new search
Title:	The Meaning of Conscientizacao: The Goal of Paulo Freire's Pedagogy.
Authors:	Smith, William A.
Descriptors:	Developmental Stages; Doctoral Dissertations; Educational Innovation; Educational Principles; Educational Responsibility; Educational Theories; Elementary Secondary Education; Ethics; Futures (of Society); Interpersonal Competence; Interpersonal Relationship; Learning Processes; Moral Development; Nonformal Education; Postsecondary Education; Program Descriptions; Self Determination; Social Attitudes; Social Change; Social Problems
Source:	N/A
More Info: Help Peer Reviewed:
Publisher:	Center for International Education, 285 Hills House South, University of Massachusetts, Amherst, Massachusetts 01003 ($5.00)
Publication Date:	1976-00-00
Pages:	163
Pub Types:	Reports - Descriptive; Dissertations/Theses; Reports - Research
Abstract:	Techniques for applying Brazilian adult educator and political organizer Paulo Freire's theory of "conscientizacao" are discussed. Freire's pedagogy is designed to liberate both oppressor and oppressed from the victimization of the oppressive system through "conscientizacao" or consciousness raising. The term refers to the developmental processes in which an individual moves from magical to naive to critical social consciousness. The outcome of the process results in society's working together in the creation of new norms, rules, procedures, and policies. The book is comprised of five chapters. Chapter I provides background for Freire's pedagogy and describes the development of a code particularly applicable to nonformal educational programs devised to aid in establishing objectives, training methodologies, evaluating, and determining the relationship between changes in thought and changes in action. The second chapter provides two case studies. An experience with groups of rural Indians in Ecuador emphasizes how magical consciousness (when a group adapts or conforms fatalistically to a system) expresses itself, and an example from "The Autobiography of Malcolm X" illustrates movement from naive to critical consciousness. Chapter III details development of the code and compares Freire's concept with that of educational psychologist Lawrence Kohlberg's developmental stages. Chapter IV outlines the process used to develop and validate the code, and chapter V notes limitations of the study, and discusses a series of possible applications and a number of ethical considerations. (Author/KC)
Abstractor:	N/A
Reference Count:	0

Note:	N/A
Identifiers:	N/A
Record Type:	Non-Journal
Level:	2 - Available on microfiche
Institutions:	Massachusetts Univ., Amherst. Center for International Education.
Sponsors:	N/A
ISBN:	N/A
ISSN:	N/A
Audiences:	N/A
Languages:	English
Education Level:	Elementary Secondary Education; Postsecondary Education

Back to Search Results