Vol. 14 No. esp. (2021): Dossiê Paulo Freire para além dos 100 anos: construir utopias, transformar a realidade

View Vol. 14 No. esp. (2021): Dossiê Paulo Freire para além dos 100 anos: construir utopias, transformar a realidade
DOI: https://doi.org/10.22409/resa2021.v14iesp.
Published: 2021-12-14

Full Issue

Editorial

Lutas sociais e educação popular

  • Education through dialogue and for dialogue: the National Literacy Program in Rio de Janeiro

    Cecília Maria Bouças Coimbra
    153-176
    DOI: https://doi.org/10.22409/resa2021.v14iesp..a52422

  • Between utopias and hopes Paulo Freire's current situation to postpone the end of the world

    Mariana de Castro Moreira
    177-188
    DOI: https://doi.org/10.22409/resa2021.v14iesp..a51849

  • The Pandemic “New Normal” and Challenges for Critical Education

    Inny Bello Accioly, Donaldo Macedo
    189-200
    DOI: https://doi.org/10.22409/resa2021.v14iesp..a51579

  • Freirean Pedagogy in the context of EJA: the strength of an unprecedented-viable thought

    Francisco Canindé da Silva
    201-213
    DOI: https://doi.org/10.22409/resa2021.v14iesp..a50612

  • Paulo Freire's Pedagogy in Timor-Leste: from the struggle for the restoration of independence to the present days

    Samuel Penteado Urban, Antero Benedito da Silva, Irlan von Linsingen
    214-229
    DOI: https://doi.org/10.22409/resa2021.v14iesp..a50694

  • Social movements, alternatives to development and popular educational construction in Latin America

    Larissa Thomaz Coelho, Leilane Nascimento dos Reis Santos, Liara Bambirra
    230-244
    DOI: https://doi.org/10.22409/resa2021.v14iesp..a50711

  • Paulo Freire, methodologies of popular education and contemporary problems of the teaching-learning relation

    Rodrigo Lima Ribeiro Gomes
    245-268
    DOI: https://doi.org/10.22409/resa2021.v14iesp..a51125

  • Paulo Freire and the foundations for a Revolutionary Popular Education

    Rodrigo Torquato da Silva
    269-287
    DOI: https://doi.org/10.22409/resa2021.v14iesp..a51375

  • Why did Paulo Freire commit himself to the literacy of young people and adults instead of children?

    Walter Omar Kohan
    288-300
    DOI: https://doi.org/10.22409/resa2021.v14iesp..a50999

Formação docente e currículo

  • Freirean dialogicity a counterpoint in intercultural teacher education

    Suzani Cassiani, Patrícia Barbosa Pereira
    301-331
    DOI: https://doi.org/10.22409/resa2021.v14iesp..a51087

  • Epistemological shortcomings of the hunger theme in the Paulista Curriculum

    Paula Rodrigues de Oliveira Santos, Antonio Fernando Gouvêa da Silva
    332-357
    DOI: https://doi.org/10.22409/resa2021.v14iesp..a51101

  • Pedagogical practices in the training of graduates in natural sciences and environmental education with a sense of the human

    Ana Barrios Estrada, Alejandra Irina Eismann
    358-390
    DOI: https://doi.org/10.22409/resa2021.v14iesp..a51439

  • Dialogue about Work-Education: pedagogical workshops and reflective practice in Integrated High School

    Francisco das Chagas Silva Souza, Virgínia da Silva Moura Soares, Ana Paula Marinho de Lima
    391-409
    DOI: https://doi.org/10.22409/resa2021.v14iesp..a52514

Carta

Questões étnico-raciais

Questão ambiental e promoção da saúde

Estética, Cinema, Teatro, Comunicação

  • From the connective boy to the popular educator: a film script for Paulo Freire

    Rafael Nogueira Costa, Robson Loureiro, Celso Sánchez
    634-658
    DOI: https://doi.org/10.22409/resa2021.v14iesp..a51337

  • Liberating education and political theater in times of denunciation and annunciation

    Hélio Junior Rocha de Lima de Lima, Hostina Maria Ferreira do Nascimento, Maria Cleonice Soares
    659-684
    DOI: https://doi.org/10.22409/resa2021.v14iesp..a51120

  • Environment and Everyday Life as a dialogic and cultural action educational project

    Maria Angelica Mejia Caceres, Bruno Andrade Pinto Monteiro, Monica Lopes Folena Araújo
    685-708
    DOI: https://doi.org/10.22409/resa2021.v14iesp..a50780

  • Hope in pandemic times Beauty and Aesthetic Education as fundamental rights of humanity

    Adrianne Ogêda Guedes, Edilane Oliveira da Silva, Michelle Dantas Ferreira
    709-728
    DOI: https://doi.org/10.22409/resa2021.v14iesp..a51035

As epistemologias freireanas

  • Paulo Freire and the political revolution of the decolonial thinking

    Henry Armand Giroux, Gustavo de Oliveira Figueiredo
    01-21
    DOI: https://doi.org/10.22409/resa2021.v14iesp..a52513

  • Popular Education of Youth and Adults and teaching: Freirean contributions

    Samuel Penteado Urban, Juliana Paiva Santiago
    22-33
    DOI: https://doi.org/10.22409/resa2021.v14iesp..a51099

  • O pensamento de Paulo Freire possibilidades e problematizações

    Monica Maciel Vahl
    34-48
    DOI: https://doi.org/10.22409/resa2021.v14iesp..a50661

  • A dialogue between Freire and Foucault The Interdiction of the Body in Education and the Limits of Language Teaching

    Sandro R. Barros, Miriam F. Brighente
    49-78
    DOI: https://doi.org/10.22409/resa2021.v14iesp..a51040

  • Revisit Paulo Freire in search of tenderness

    Dulcinéia de Fátima Ferreira
    79-94
    DOI: https://doi.org/10.22409/resa2021.v14iesp..a51201

  • Why is Paulo Freire still important today? What do Master's students say in the subject“Education and Transformation in Paulo Freire”?

    Jonê Carla Baião, Claudia Hernandez Barreiros, Andrea da Paixão Fernandes
    95-120
    DOI: https://doi.org/10.22409/resa2021.v14iesp..a52317

  • Reading Paulo Freire’s Pedagogy of the Oppressed Why did it feel empowering to me

    Yasemin Tezgiden Cakcak
    121-134
    DOI: https://doi.org/10.22409/resa2021.v14iesp..a52497

  • Critical pedagogy and educational research in the U.S. and Brazil: an international teaching-research collaboration

    Tricia Kress, Simone Silveira Amorim, Patricia Krueger-Henney
    135-152
    DOI: https://doi.org/10.22409/resa2021.v14iesp..a52498