Decolonial Critique to Paulo Freire: The Look of Catherine Walsh

Authors

  • Karla Bolo Romero Universidad Femenina del Sagrado Corazón

DOI:

https://doi.org/10.33539/phai.v18i1.1378

Keywords:

Pedagogy of the oppressed, relationality, liberating pedagogical process

Abstract

The following paper addresses the "pedagogy of the oppressed" under the notion of rethinking/relearning/unlearning from a Decolonial perspective, in the form of contributions made by Catherine Walsh to the work of Paulo Freire. Specific criticisms will be highlighted, such as 1) the critique of the relationality of Paulo Freire's environment-political struggle and the specific context of the resistance of educational practices in AbyaYala. 2) We analyze the way in which C. Walsh poses the re-thinking of the concept of criticality in the liberating pedagogical process. And, lastly, we examine 3) The re-approach of transformative / liberating pedagogies.

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Author Biography

Karla Bolo Romero, Universidad Femenina del Sagrado Corazón

Licenciada en Filosofía por la Universidad Nacional Mayor de San Marcos. Maestría culminada en Historia de la Filosofía y doctoranda en Filosofía en la Unidad de Posgrado de la UNMSM. Actualmente se desempeña como Coordinadora de Responsabilidad Social del área de Formación General de la Universidad Privada César Vallejo de Lima.

Published

2019-06-30

How to Cite

Bolo Romero, K. (2019). Decolonial Critique to Paulo Freire: The Look of Catherine Walsh. Phainomenon, 18(1), 118–130. https://doi.org/10.33539/phai.v18i1.1378