A Self-Dialogue with the Thoughts of Paulo Freire: A Critical Pedagogy Encounter

Main Article Content

Yolanda Samacá Bohórquez


This paper develops a two-voiced self-dialogue with some compelling ideals of critical pedagogy advocated by Paulo Freire: reflection, dialogue, conscientização, (conscientization) praxis, critical engagement, and transformation. This dialogue, as a critical pedagogy encounter, has allowed me to go through a process of self-criticism or hopefully a self-recognition of understandings, experiences, constructions, co-constructions, and reconstructions of my practices as a language educator. I will address the following evolving choices: On dialogue and critical pedagogy, from language as power to language as possibility, from instrumental to alternative critical pedagogy practices towards more critical understandings and doings of education.

Article Details

How to Cite
Samacá Bohórquez, Y. (2020). A Self-Dialogue with the Thoughts of Paulo Freire: A Critical Pedagogy Encounter. HOW Journal, 27(1), 125-139. https://doi.org/10.19183/how.27.1.520
Reflections and Revision of Themes
Author Biography

Yolanda Samacá Bohórquez, Universidad Distrital Francisco José de Caldas

Yolanda Samacá Bohórquez is a teacher educator at Universidad Distrital Francisco José de Caldas, Bogotá, Colombia. She holds a BEd (Spanish-English) from Universidad Pedagógica y Tecnológica de Colombia, UPTC, Tunja, a graduate degree in Pedagogy of Written Processes from Universidad Santo Tomás, Bogotá, and an MA in Applied Linguistics to the Teaching of English as a Foreign Language from Universidad Distrital Francisco José de Caldas. At present, she is a Doctorate student in the ELT Emphasis at the Interinstitutional Ph.D. Education Program from the same university.


Crandall, J. (2000). Language teacher education. Annual Review of Applied Linguistics, 20, 34-55.
Calderón, T. (2017). Critical literacy practices as a self-liberating process (Unpublished master’s dissertation). Universidad Distrital Francisco José de Caldas, Bogotá, Colombia.
Freire, P. (1985). The politics of education: Culture, power, and liberation. Connecticut: Bergin & Garvey.
Freire, P. (1996). ‘An incredible conversation’. Interview with Paulo Freire at the World Conference on Literacy organized by the International Literacy Institute in Philadelphia, USA. Available at: http://www.freire.org/paulo-freire
Freire, P. (2005). The pedagogy of the oppressed. New York: Continuum International Publishing Group.
Giroux, H. (2007). Democracy, education and the politics of critical pedagogy. In P. McLaren & J. Kincheloe (Eds), Critical pedagogy: Where are we now? (pp.1-5). New York: Peter Lang.
Gutiérrez, C. (2015). Beliefs, attitudes, and reflections of EFL pre-service teachers when exploring critical literacy theories to prepare and implement critical lessons. Colombian Applied Linguistics Journal, 17(2), 55-71.
Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for Language Teaching. New Haven: Yale University Press.
Kumashiro, K. (2000). Towards a theory of anti-oppressive education. Review of Educational research, 70(1), 25-53.
Lippi-Green, R. (1997). The educational system: Fixing the message in stone. UK: Psychology Press.
López, J. (2016). Pedagogía crítica: la educación es una obra de arte” una contribución a la formación de subjetividades (Unpublished master’s dissertation). Universidad Distrital Francisco José de Caldas, Bogotá, Colombia.
McLaren, P. (2003). Critical pedagogy. In D. Gabbard (Ed.), Knowledge and power in the global economy: Politics and the rhetoric of school reform (pp. 345-352). New Jersey: Lawrence Erlbaum Associates.
Magrini, J. M. (2014). Social efficiency and instrumentalism in education: Critical essays in ontology, phenomenology, and philosophical hermeneutics. New York: Routledge.
Mayo, P. (2015). Hegemony and education under neoliberalism. Insights from Gramsci. New York: Routledge.
Monchinski, T. (2008). Critical pedagogy and the everyday classroom. New York: Springer.
Ortega, P. (2009). La Pedagogía Crítica: Reflexiones en torno a sus prácticas y sus desafíos. Pedagogía y Saberes, 31, 26-34.
Pennycook, A. (2001). Critical applied linguistics: A critical introduction. New Jersey: Lawrence Erlbaum Associates.
Pennycook, A. (2007). ELT and colonialism. In J. Cummins & C. Davidson (Eds), International handbook of English language teaching (pp.13-24). New York: Springer.
Peñaloza, J. (2017). Eleventh graders’ life stories: (Re)-constructing social identity through writing-related tasks (Unpublished master’s dissertation). Universidad Pedagógica y Tecnológica de Colombia, Tunja.
Phillipson, R. (2003). Linguistic imperialism. Oxford: Oxford University Press.
Ramírez, R. (2008). La pedagogía crítica. Una manera ética de generar procesos educativos. Folios, 28, 108-119.
Restrepo, E., & Rojas, A. (2010). Inflexión decolonial: fuentes, conceptos y cuestionamientos. Popayán: Editorial Universidad del Cauca.
Samacá, Y. (2012). On rethinking our classrooms: A critical pedagogy view. HOW Journal, 19, 194-208.
Samacá, Y., & Bonilla, S. X. (Forthcoming). Critical dialogues among ELT student-teachers in a virtual learning environment.
Shaw, V. (2001). Self-dialogue as a fundamental process of expression. Social Thought & Research, 24, 271-312.
Shor, I. (1993). Education is politics. Paulo Freire´s critical pedagogy. In P. McLaren & P. Leonard, Paulo Freire. A critical encounter (pp.25-35). New York: Routledge.
Shor, I., & Freire, P. (1987). A pedagogy for liberation. Dialogues on transforming education. Westport, CT: Bergin & Garvey Publishers.
Umbarilla, S. (2010). Building students’ voices through critical pedagogy: Braiding paths towards the other. Colombian Applied Linguistics Journal, 12, 55-71.