References
- Castro, E.V. (2004). Perspectival anthropology and the method of controlled equivocation. Tipití: Journal of the Society for the Anthropology of Lowland South America, 2 (1), artic. 1. Retrieved from https://digitalcommons.trinity.edu/tipiti/vol2/iss1/1
- Darder, A. (2015). Freire and education. New York, NY: Routledge.
- Freire, P. (1970). Cultural action and conscientization. Harvard Educational Review, 40, 452–477.10.17763/haer.40.3.h76250x720j43175
- Freire, P. (1974). Pedagogy of the oppressed. New York, NY: The Continuum.
- Freire, P. (1988). Introduction. In H.A. Giroux (Ed.), Teachers as intellectuals (p. xxxiii). New York, NY: Bergin & Garvey.
- Freire, P. (1993). Pedagogia da Esperança: Um reencontro com a pedagogia do oprimido [Pedagogy of Hope: A re-encounter with the pedagogy of the oppressed]. São Paulo: Paz e Terra.
- Freire, P. (1995). Pedagogia da Tolerância [Pedagogy of Tolerance]. Rio de Janeiro: Paz e Terra.
- Freire, P. (1996). Letters to Cristina: Reflections on my life and work. New York, NY: Routledge.
- Freire, P. (2006). A Importância do Ato de Ler [The importance of the act of reading]. São Paulo: Cortez.
- Freire, P. (2007). Pedagogia da autonomia: Saberes necessários à prática educativa [Pedagogy of Autonomy: Knowledge necessary to educational practice]. São Paulo: Editora Paz e Terra.
- Gadotti, M. (1996). Pedagogy of Praxis: A dialectical philosophy of education . New York, NY: State University of New York.
- Giroux, H. (1989). Schooling for democracy: Critical pedagogy in the modern age. London: Routledge.
- Giroux, H. (2002). Border crossings: Cultural workers and the politics of education. New York, NY: Routledge.
- Glass, R.D. (2001). On Paulo Freire's philosophy of Praxis and the foundations of liberation education. Educational Researcher, 30, 15–25.10.3102/0013189X030002015
- Guilherme, M. (2002). Critical citizens for an intercultural world: Foreign language education as cultural politics. Clevedon: Multilingual Matters.
- Guilherme, M. (2014). ‘Glocal’ languages and North-South epistemologies: Plurilingual and intercultural relationships. In A. Teodoro & M. Guilherme (Eds.), European and Latin American Higher Education between Mirrors: Conceptual frameworks and policies of equity and social cohesion (pp. 55–72). Rotterdam: SensePublishers.10.1007/978-94-6209-545-8
- Guilherme, M., & Dietz, G. (2015). Difference in diversity: Multiple perspectives on multi-, inter-, and trans-cultural conceptual complexities. Journal of Multicultural Discourses, 10(1), 1–21.10.1080/17447143.2015.1015539
- Morrow, R.A., & Torres, C.A. (2002). Reading Freire and Habermas: Critical pedagogy and transformative social change. New York, NY: Teachers College.
- Romão, J.E. (2014). Epistemology of the oppressed: The way to enhance the intercultural dimension of citizenship education. In A. Teodoro & M. Guilherme (Eds.), European and Latin American Higher Education Between Mirrors (pp. 41–54). Rotterdam: Sense.10.1007/978-94-6209-545-8
- Sousa Santos, B. (2014). Epistemologies of the South: Justice against epistemicide. London: Paradigm.
- Torres, C.A. (2014). First Freire: Early writings in social justice education. New York, NY: Teachers College.