Educating with Paulo Freire: Teaching and learning on the digital culture

Abstract

In the so-called digital culture, there is a constant presence of radical transformations on the cognitive and affective dimensions of the relations established among teachers and students. Upon this ubiquitous accessibility of information, the very historical and hierarchically verticalized relation between teachers and students has been increasingly questioned. Upon this situation, the authors in this article aim at stating that the revitalization of concepts developed by Paulo Freire, mainly the ones discussed in the books: ‘Pedagogy of Hope’, that sought a re-encounter with ‘Pedagogy of the Oppressed’, ‘Extension or Communication’ and ‘Pedagogy of Freedom’ became essential to understanding how the relationship between teachers and students can be mutually re-signified. In these times of digital culture, we argue that the revitalization of the critical thinking proposed by Freire is able to foment a dialogical communication both in the pedagogical link shared by teachers and students and in the transformation of information into substantially and ethically experienced concepts. Such substantial and ethical experiences are the ones able to attest that the pedagogy of hope and the pedagogy of freedom are possible, provided they are constituted with the students and not for them.

Keywords:

• Digital culture. Paulo freire
• pedagogy of hope
• pedagogy of freedom

Disclosure statement

No potential conflict of interest was reported by the author(s).

Correction Statement

This article has been corrected with minor changes. These changes do not impact the academic content of the article.

Additional information

Funding

This work was supported by the National Council for Scientific and Technological Development - CNPq; São Paulo Research Foundation - FAPESP.

Notes on contributors

Antônio Zuin

Antônio Zuin, Full Professor at the Education Department and the Post-Graduate Program at UFSCar, São Carlos, São Paulo, Brazil; Coordinator of the Research Group ‘Teoria Crítica e Educação’; Editor-in-Chief of the journal Educação & Sociedade; CNPq Research Productivity Fellow, Level A.

Roseli Rodrigues de Mello

Roseli Rodrigues de Mello, Full Professor at the Pedagogical Theories and Practices Department and the Post-Graduate Program at UFSCar, São Carlos, São Paulo, Brazil; Director of the Research Group ‘NIASE - Núcleo de Investigação e Ação Social e Educativa’; Editor-in-Chief of the journal Remie - Multidisciplinary Journal of Educational Research; CNPq Research Productivity Fellow, Level 2.