PAULO FREIRE, BELL HOOKS AND THE CONSTRUCTION OF AN CRITICAL FEMINIST PEDAGOGY

This paper reflects on how bell hooks (1984; 1994) incorporated and transformed Paulo Freire's thought into theoretical and methodological basis for the construction and strengthening of a critical pedagogy engaged in a feminist, anti-racist and decolonial perspective. To this end, considering Freirean thought as itinerant theory (SAID, 1983; 2006), we conducted research in different sources, bibliographic and audiovisual, physical and virtual, published mainly in the United States, in order to establish the milestones of approximation between Freire and hooks. On the other hand, we adopted prosopography as a method to investigate the common characteristics shared by Freire and hooks in their trajectories as public intellectuals, situated in the field of Radical Critical Pedagogy, in order to identify connections and contact zones in their life histories. With this, it was possible to confirm Freirean theory as an itinerant theory, having in hooks a powerful reader and articulator of its expansion to feminist studies.