FROMTHE PEDAGOGY OF THE OPPRESSED TO AN EDUCATIONAL POLICY MODEL

This article analyzes the historical, dialectical and educational aspects refering to the Pedagogy of the Oppressed by Paulo Freire (1921-1997), a revolutionary text, considered one of the fundamental texts of critical and social pedagogy in the 20th century. Related to our article subject, we will analyze the theoretical and practical implicationsofthe principles of participatory and egalitarian education methods. How can we undermine the mechanisms of a non-critic education tamed by rules and coercive measures ? Problem-posing education, as a humanist and liberating praxis, posits as fundamental that the people subjected to domination must fight for their emancipation. The world no longer something to be described with deceptive words-becomes the object of that transforming action by men and women which results in their humanization. Pedagogy of the Oppressed stands out through the fundamental objective that is employed in the social and cognitive empowerment of education that is in critical condition, but also through developing an original educational technology which reflects an entirely metodological philosophy of the exceedingly difficult process of adult literacy. Theoretical and practical implications of this technology is a source of historical synchronic and diachronic analysis, exploitable in present across multiple sciences of education-from the sociology of education to psychology and anthropology of education, from curriculum theory to adult pedagogy theory, from sociology curriculum to educational policies, so on and so forth. (C) 2017 Published by Future Academy www.FutureAcademy.org.uk