Programme

Paulo Freire and the pedagogy of liberation: problematising pedagogy, conscientisation, the oppressor-oppressed relationship, a critique of the ‘banking’ conception of education, and the centrality of dialogue.
Education as a political and emancipatory practice: the non-neutrality of education, the development of critical consciousness, participation, and the formation of autonomous individuals capable of transforming social reality.
Freire, interculturalism and social justice: a reinterpretation of Freirean pedagogy through ‘unity in diversity’, the fight against social exclusion, lifelong learning, and the democratic and transformative role of schools.

Prerequisiti

No specific prior knowledge is required.

Core Documentation

Catarci, M. (2016), La pedagogia della liberazione di Paulo Freire. Educazione, intercultura e cambiamento sociale, Milano, Franco Angeli.

Attendance

Attendance is not compulsory. Students engage with course content and participate in the activities provided through the online learning platform. An in-person session is also planned.

Type of evaluation

Learning is assessed through a test covering the entire Educational Cluster “EC6_Option A Intercultural and Psychosocial Theories and Methods in Education” (Professors Carrus and Catarci). The test comprises a total of 61 questions: 60 closed-ended questions and 1 open-ended question (specifically, 20 closed-ended questions for each of modules 1, 2 and 4, and 1 open-ended question for module 3). The total duration of the test is 90 minutes. Closed-ended questions assess knowledge and understanding of the fundamental concepts of Paulo Freire’s pedagogy of liberation, the political and emancipatory dimensions of education, and the connections with intercultural education and social justice. Open-ended questions assess the ability to connect concepts, use Freirean categories to analyse educational situations, formulate proposals based on dialogue and participation, and justify independent judgements using appropriate disciplinary terminology. Assessment takes into account the accuracy and completeness of answers, the ability to connect theoretical reflection with educational practices, the relevance of analyses and proposals, independent judgement, coherence of argument and clarity of expression. For grading purposes, a pass reflects essential knowledge of the concepts of Freirean pedagogy and the ability to use them to interpret straightforward educational situations. Intermediate grades reflect increasingly comprehensive knowledge and a greater ability to make connections, analyse situations and apply concepts. The highest grades require in-depth knowledge, critical analysis of educational relationships and their political and social implications, well-supported arguments and precise use of disciplinary terminology.