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

Main Article Content

Yolanda Samacá Bohórquez

Abstract

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
Section
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.

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