First published in Portuguese in 1968, Pedagogy of the Oppressed was translated and published in English in 1970. Paulo Freire's work has helped to empower countless people throughout the world and has taken on special urgency in the United States and Western Europe, where the creation of a permanent underclass among the underprivileged and minorities in cities and urban centers is ongoing.

This 50th anniversary edition includes an updated introduction by Donaldo Macedo, a new afterword by Ira Shor and interviews with Marina Aparicio Barber n, Noam Chomsky, Ram n Flecha, Gustavo Fischman, Ronald David Glass, Valerie Kinloch, Peter Mayo, Peter McLaren and Margo Okazawa-Rey to inspire a new generation of educators, students, and general readers for years to come.

With the publication of Pedagogy of the Oppressed, Paulo Freire established himself as one of the most important and radical educational thinkers of his time. In Pedagogy of Hope, Freire revisits the themes of his masterpiece, the real world contexts that inspired them and their impact in that very world. Freire's abiding concern for social justice and education in the developing world remains as timely and as inspiring as ever, and is shaped by both his rigorous intellect and his boundless compassion. Pedagogy of Hope is a testimonial to the inner vitality of generations denied prosperity and to the often-silent, generous strength of millions throughout the world who refuse to let hope be extinguished. This edition includes a substantial new introduction by Henry A. Giroux, University Chair for Scholarship in the Public Interest and the Paulo Freire Distinguished Scholar in Critical Pedagogy at McMaster University, Canada.

Translated by Robert R. Barr.

This book displays the striking creativity and profound insight that characterized Freire's work to the very end of his life-an uplifting and provocative exploration not only for educators, but also for all that learn and live.

Pedagogy of the Heart represents some of the last writings by Paulo Freire. In this work, perhaps more so than any other, Freire presents a coherent set of principles for education and politics. For those who have read Freire's other works the book includes new discussions of familiar subjects including community, neoliberalism, faith, hope, the oppressed, and exile. For those coming to Freire for the first time, the book will open up new ways of looking at the interrelations of education and political struggle. Freire reveals himself as a radical reformer whose lifelong commitment to the vulnerable, the illiterate and the marginalised has had a profound impact on society and education today. The text includes substantive notes by Ana Maria Ara jo Freire, a foreword by Martin Carnoy, a preface by Ladislau Dowbor, as well as a substantive new introduction by Antonia Darder, who holds the Leavey Presidential Endowed Chair in Ethics and Moral Leadership in the School of Education at Loyola Marymount University, USA.

Translated by Donaldo Macedo and Alexandre Oliveira.

Famous for his advocacy of 'critical pedagogy', Paulo Freire was Latin America's foremost educationalist, a thinker and writer whose work and ideas continue to exert enormous influence in education throughout the world today. Education for Critical Consciousness is the main statement of Freire's revolutionary method of education. It takes the life situation of the learner as its starting point and the raising of consciousness and the overcoming of obstacles as its goals. For Freire, man's striving for his own humanity requires the changing of structures which dehumanize both the oppressor and the oppressed. This edition includes a substantial new introduction by Carlos Alberto Torres, Distinguished Professor and Founding Director of the Paulo Freire Institute, UCLA, USA.

Translated by Myra Bergman Ramos.

In Teachers as Cultural Workers, Freire speaks directly to teachers about the lessons learned from a lifetime of experience as an educator and social theorist. Freire's words challenge all who teach to reflect critically on the meaning of the act of teaching as well as the meaning of learning. He shows why a teacher's success depends on a permanent commitment to learning and training, as part of an ongoing appraisal of classroom practice. By opening themselves to recognition of the different roads students take in order to learn, teachers will become involved in a continual reconstruction of their own paths of curiosity, opening the doors to habits of learning that will benefit everyone in the classroom. In essays new to this edition, well-known and respected educators Peter McLaren, Joe Kincheloe, and Shirley Steinberg add their reflections on the relevance of Freire's work to the study and practice of education across the globe.

First published in Portuguese in 1968, Pedagogy of the Oppressed was translated and published in English in 1970. Paulo Freire's work has helped to empower countless people throughout the world and has taken on special urgency in the United States and Western Europe, where the creation of a permanent underclass among the underprivileged and minorities in cities and urban centers is ongoing.

This 50th anniversary edition includes an updated introduction by Donaldo Macedo, a new afterword by Ira Shor and interviews with Marina Aparicio Barberán, Noam Chomsky, Ramón Flecha, Gustavo Fischman, Ronald David Glass, Valerie Kinloch, Peter Mayo, Peter McLaren and Margo Okazawa-Rey to inspire a new generation of educators, students, and general readers for years to come.

At a time when popularizers of cultural literacy are prescribing a cultural canon for the purpose of prying open the closed minds' of American youth . . . Literacy provides an articulate and courageous response.
Harvard Educational Review

Every chapter . . . asks teachers to thing again about how they teach, what they want for their pupils, and how to get on with it. Times Educational Supplement

[This] book directs our attention to literacy in its broadest sense so that we can better evaluate the shortcomings of our work as educators at all levels of learning. Contemporary Sociology

This first English translation of Pedagogy of Commitment takes readers deep into the acts and meaning of living a life of community and social commitment. Paulo Friere discusses how, for teachers specifically, this commitment is not only to students, to the underprivileged, or to the education of those who speak a different language, but to the transformation of the self to become more deeply responsive to the needs of social transformations. More than any other Freire book, this speaks directly and plainly to the lives of individuals and to teachers. It is an inspiring and passionate call from a global giant of progressive education.

En Cartas a quien pretende enseñ ar, Paulo Freire les habla a los docentes sobre los aspectos má s delicados de la prá ctica educativa, y lo hace con la firmeza y la generosidad que caracterizan su estilo. En contra de los tabú es que terminan produciendo profesores dé biles y vacilantes, defiende la necesidad de una autoridad que nada tiene que ver con la arrogancia y que, por el contrario, permite la confianza del maestro en sus propios saberes y convicciones y en su capacidad para vincularse con los alumnos y proponerles otros mundos posibles. Las cartas recuperan el sabor del diá logo y el valor de la transmisió n que surge de la experiencia. La imaginació n que nos lleva a sueñ os posibles o imposibles siempre es necesaria. Es preciso estimular la imaginació n de los educandos, usarla en el diseñ o de la escuela con la que ellos sueñ an. Por qué no poner en prá ctica dentro del saló n de clase una parte de esa escuela? Por qué, al discutir la imaginació n o los proyectos, no les subrayamos a los educandos los obstá culos concretos -aunque algunos sean por el momento insuperables- para la realizació n de su imaginació n? Por qué no enfatizar el derecho a imaginar, soñ ar y luchar por el sueñ o? Al fin y al cabo es preciso dejar bien claro que la imaginació n no es ejercicio de gente desconectada de la realidad, que vive en el aire. Por el contrario, al imaginar alguna cosa lo hacemos condicionados precisamente por la falta de lo concreto. Cuando el niñ o imagina una escuela alegre y libre es porque la suya le niega la libertad y la alegrí a. Paulo Freire

Cuando aprendemos a escribir, no só lo copiamos letras o sí labas, sino que expresamos ideas y miradas, experiencias cotidianas y modos peculiares de decir. Alfabetizarse no significa repetir palabras, sino poder decir las propias. La teorí a de Freire coloca a los sujetos en condiciones de replantearse crí ticamente las palabras de su universo para descubrirse y conquistarse y, así, asumir lú cidamente su condició n humana. Este aprendizaje transformador es la ví a que recorre Pedagogí a del oprimido. Mientras que la educació n que Freire cuestiona anula el poder creativo de las niñ as y los niñ os y satisface de esa forma los intereses de una sociedad regida por la prá ctica de la dominació n, su pedagogí a liberadora propone a alumnos y maestros que inicien juntos, como oprimidos, la tarea histó rica de liberarse a sí mismos apropiá ndose del mundo que los rodea. Sin lugar a dudas, la obra má s representativa de Paulo Freire y la de mayor influencia en el pensamiento pedagó gico y social del siglo XX, el mé todo de alfabetizació n que inaugura Pedagogí a del oprimido sigue siendo indispensable para reflexionar sobre la prá ctica educativa tambié n en el siglo XXI. El educador liberador está con los alumnos en vez de hacer cosas para los alumnos. En ese acto conjunto de conocimiento hay racionalidad y pasió n. Y eso es lo que yo soy, un educador apasionado, porque no entiendo có mo vivir sin pasió n. Enseñ ando descubrí que era capaz de hacerlo y que me gustaba mucho. Empecé a soñ ar cada vez má s en ser un profesor. Aprendí a enseñ ar a medida que má s amaba hacerlo y má s estudiaba al respecto. Paulo Freire

Famous Brazilian educational and social theorist Paulo Freire presents his ideas on the importance of community solidarity in moving toward social justice in schools and society. In a set of talks and interviews shortly before his death, Freire addresses issues not often highlighted in his work, such as globalization, post-modern fatalism, and the qualities of educators for the 21st century. His illuminating comments are supplemented with commentaries by other well-known scholars, such as Ana Maria Araujo Freire, Walter de Oliveira, Norman Denzin, Henry Giroux, and Donaldo Macedo.

With the publication of Pedagogy of the Oppressed, Paulo Freire established himself as one of the most important and radical educational thinkers of his time. In Pedagogy of Hope, Freire revisits the themes of his masterpiece, the real world contexts that inspired them and their impact in that very world. Freire's abiding concern for social justice and education in the developing world remains as timely and as inspiring as ever, and is shaped by both his rigorous intellect and his boundless compassion. Pedagogy of Hope is a testimonial to the inner vitality of generations denied prosperity and to the often-silent, generous strength of millions throughout the world who refuse to let hope be extinguished. This edition includes a substantial new introduction by Henry A. Giroux, University Chair for Scholarship in the Public Interest and the Paulo Freire Distinguished Scholar in Critical Pedagogy at McMaster University, Canada.

Translated by Robert R. Barr.

Pedagogy in Process presents a first-hand account of the most comprehensive attempt yet to put into practice Paulo Freire's theory of education within a real societal setting. When Guinea Bissau on the West African coast declared independence in 1973 the rate of illiteracy in its adult population was ninety percent. The new government faced the enormous task of educating its citizens. With Freire as collaborator and advisor the government launched a huge grass-roots literacy campaign and this book is Freire's memoir of that campaign. Those familiar with Freire's work will identify his ongoing insistence on the unity between theory and practice, mental and manual work, and past and present experience. This is essential reading for anyone interested Freire's revolutionary ideas on education and the transformative power they hold when applied to society and the classroom. This edition includes a substantive introduction by Michael Apple who is Professor Emeritus of Curriculum and Instruction and Educational Policy Studies at the University of Wisconsin-Madison, USA.

Freire and Macedo analyse the connection between literacy and politics according to whether it produces existing social relations, or introduces a new set of cultural practices that promote democratic and emancipatory change.

This is the first English translation of the last book written by Paulo Freire. Pedagogy of Indignation delves ever deeper into the themes that concerned him throughout his life. The book begins with a series of three deeply moving reflective pedagogical letters to the reader about the role of education for one's development of self. He also speaks directly to the reader about the relationship to risk in one's life and he delves deeper than before into the daily life tensions between freedom and authority. Building on these interconnected themes, Freire sharpens our sense of the critical faculties of children and how a teacher may work with children to help them realize their potential intellectually and as human beings. Subsequent chapters explore these topics in relation to the wider social world: the social constitution of the self in the work of educators; critical citizenship; and the necessity of teaching from a position about the world that goes beyond literacy programs to include the legacy of colonialism in peoples' resistance movements today. The book's poignant interludes, written by Ana Maria Araujo Freire, reveal Paulo's thoughts about the content of this book as he was completing it during the last weeks and days of his life.

Paulo Freire is regarded by many as the most significant educational thinker of the twentieth century. This volume offers Freire's own intimate retrospection of his life and work. These reflections, dedicated to his niece Cristina, provide a backdrop for a deeper understanding of how his experiences are linked to his philosophical and pedagogical work.

This first English translation of Pedagogy of Commitment takes readers deep into the acts and meaning of living a life of community and social commitment. Paulo Friere discusses how, for teachers specifically, this commitment is not only to students, to the underprivileged, or to the education of those who speak a different language, but to the transformation of the self to become more deeply responsive to the needs of social transformations. More than any other Freire book, this speaks directly and plainly to the lives of individuals and to teachers. It is an inspiring and passionate call from a global giant of progressive education.

Freire and Macedo analyse the connection between literacy and politics according to whether it produces existing social relations, or introduces a new set of cultural practices that promote democratic and emancipatory change.