Paulo Freire and Catalyst Communicator

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Pedagogy of the Opp

Paulo freire


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E THREE FUNDAMENTAL PERIODOF THE LIFE OF PAULO FREIRE

(RECIFE, BRAZIL, 1921-1997)

The return in Brazil(1980-1997)

The period of exile outside ofLatin America (1970-1979)

The Latin-American period (1


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4 IDEAS (IDEAS-STRENGTHS)4 IDEAS (IDEAS-STRENGTHS)OF THE FREIREIAN METHODOLOF THE FREIREIAN METHODOL

The man is like being histoconstant relationship

The concept of Oppressedand Oppressor

Dialogue >< Anti-dialogueNaive Consciousness &

Critical Consciousness


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1.Justification for the

Pedagogy of the OpprResuming from

education as

practice of freedothe problem of human


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humanization

VSdehumanizatio

being mo

being les


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the great humanistic andhistorical task of the oppress

liberate themselves

their oppressorsonly the power that will be born

by the weakness of the oppressesufficiently strong to free one to

the false generosity of the op


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The Pedagogyof the Oppressed

that must be forged

with himand not for him


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2. the contradiction oppressors >and its overcoming

discover the oppressorwho lives in the oppressed

the PO as a critical toolthat leads to awareness

The oppressed who find themseland the oppressors that are discoby the oppressed, as a manifestat

of a process of dehumanization


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e oppressed identi

with the oppresso

The fear of freedo

ife as a prescriptioof the oppressor


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FreedomIt is a conquest and not

Requires permanent re

No one has the freedo

It is a prerequisite to the moof research in which men are ibecause they are inclusive bei


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the fear of freedomthe story of the struggle emerg

being yourselfor being two-fold

expel the oppressor within onesel

or live with itovercome the alienation or remai

follow instructions or make choicact or have the illusion of acting

speakor not have a voice


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liberation is a bir

the man who was bornfrom this birth is a new

who overcomesthe contradiction

oppressor >< oppressewhich is the process

of humanizing


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the oppressor becomes

in solidarity with the opponly when his act ceases

a sentimental gesture,of false religiosity,

of individual character,and becomes an act of lo


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subjectivity and objectivity

in permanent dialectical relati

the social reality, objective, whichnot by chance but as a product ofof men, it does not transform by

the practice as action and reflof men in the world to transfo


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Lukcs (on the revolutionary party)

the party (...) is to enlighten the maof their own action in order to ensurecontinuity of the revolutionary experi

of the proletariat, but also to stimulatan active awareness of thefurther development of their experien

for Freire it is not a matter tothe masses, but in talking wit

about the why and how of thei


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Phases of the pedagogy

of the oppressed1.the oppressed discover the woppression and engage in the

practice of transforming2. being transformed of theoppressive reality,

this pedagogy is no longer of thand becomes a pedagogy of menin the process of permanent libe


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the dominant cul

change in perception of the w

oppressors on the part of the

expulsion of the myths createand developed in theoppressive structure


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violenceThey are the oppressors,the exploiters, those who d

recognize themselves in oththey begin to give way to v

oppression exists only whenthe structure is a measure tforbids men to being more


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3. the concrete situationoppression and the oppre

oppressors tend to turn everytaround them to belongings of tdomain

the oppressors kill life in so fardominate, they try to curb theresearch, for apprehension, th

to create that characterizes lif


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4. the concrete situation

oppression and the opprethe question of membership and tof certain representatives of the o

people towards that of the oppres

to state commitment to liberation

and not be able to enter intocommunionwith the people, who are still

considered


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5. Liberation in communi

Critical and liberating dialoguis the first liberating action

to be taken at any level in the

It is therefore essential to hain the oppressed man;capable of thinking rightly


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defend the eminent pedagogi

character of revolution

the oppressed have to fight liand not as things

consciousness is essentially ajourney toward something

that is not in herself
http://var/www/apps/conversion/tmp/scratch_4/video/Paulo%20Freire%20%20liberation%20theology%20and%20Marx%20(subtitled).wmv


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http://var/www/apps/conversion/tmp/scratch_4/video/Paulo%20Freire%20%20liberation%20theology%20and%20Marx%20(subtitled).wmv


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The Catalyst Communi

Facilitation withouNair & White (1987)

Participatory development communicationdynamic interaction, which through dialoggrass-root people and enables them to bengaged in the process of development an

self-reliant

this requires transactional communication wherereceiver of messages interact over a period of tim

shared meanings


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Interaction motivates participationa sender and receiver of messages in

a period of time to arrive at shared m

participatory communication is expe

supportivecreative

consensualfacilitativesharing ideas through dialogu


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The viewpoint on participatory communication,what it entails, differ widely. On some points thcommon understanding:

it is a dynamicntinuously changing) proce

it is dialectical and dialo

it brings a transformation in communication coand social behavior among those who engage in

The premise of this process is that all people hto voice their views and become active partner

development process


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icipatory communication for developmas human interaction is both:

a process and a pr

a means and an ea right and a ne

empowering and

disempowering


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The Catalyst CommunicatCommunicator is the role to be pl

Catalyst characterizes the actionbehaviors within the role

Within the people centered vision of development,the focus on participatory processes, it is not appexperiment on people. Rather, grassroot peoplepartners in crafting the development experiment,implementation, and in determining the worth of t

the catalyst communicator acts as a development fpeople together in order to make things happen, tmotivation, interaction, action, reaction and reflec


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The role of CCCreating an environment for dia

learning, and transformationbecomes the first mandate forthe catalyst communicator

The environment is at least three-di

physical

mentalspiritualSetting the stage for constructive interaction bet

requires a consideration for all three


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The CC must come into the local development scenrange of compentences and facilitation tools suchbeliefs, knowledge, and skills.

These tools need to be suitable to each phase of inthe local situation, and these phases include:

preliminary preparationentry level dialogue

exploration of needs and aassessing the issues

identifying courses of actio


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the preliminary preparation may be fo

investigating alternatives for acacquiring resources necessaryto support altenative chosen

and to take decisive actionreflecting on the success of acti

redefinition of the needs

The transformational goal of the CC is to unlock theof the individuals, increasing their capacity to thinkand to reflect from a foundation of communication


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The cultural renewal model articulates a diinteraction between the cultural renewal prthe development process in a community cosocio-cultural diversity. The model is usefulin that provides pertinent details for:

The interfacing process: interpersonal dialoconfrontation of differing perspectives andsearching for relevant and useful informatiowith the realities of interpersonal communic

The diagnostic process: asking systematic rquestions regarding needs and alternativesthose needs, framed within a problem posin

framework


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The participatory research process: a meththat promotes the production of collectivecollective critical analysis, making connectipersonal and structural problems, and linkiand evaluation to action

The action process: thinking through courspursuing action, evaluating and accountingprojects implemented, and reflecting on th

It will be rare to find all the compentencies needeindividual. It is necessary and desirable to put tocommunicator teams who can complement each oresponsibilities from one phase to another.


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Participatory communication then is conceias a process methodology that involves peoin an interactive way making communicatioresources accessible to them directly

Through that process, a personexperiences self-awareness and

becomes conscious of social issuthat impair or enhance their lives

Participatory community communication aito construct opportunities for dialogue in aof commitment and concern about developwhich has the potential to generate self-coself-esteem, self-respect, and self-definitio

relation to community

Th t f ti i t i


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The outcome of participatory communifor the people is consciousness-raisingcritical reflection about their own condwhich will lead to a significant voice in

People develop communication skills,

acquire new knowledge, contribute indknowledge to development decision-mand learn how to assess risks and opp

Participation process can lead to resouacquisition, which will enable people tcommon goals within the community

people live and work harmoniously


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Paulo Freire and Catalyst Communicator