Freirean cultural circles originated as a literacy method for Brazilian peasants

Evidence

Paulo Freire began using cultural circles in the 1960s to teach peasants in Brazil to read the word and read the world. Today, these same circles can be used to critique the single story often told in the social studies textbook. By progressing through the stages, first used by Paulo Freire, students are taught to investigate, thematize, and problematize the “political and economic interests behind the production of textbooks, of the hidden agendas propagated by academic and business leaders through these political texts, and of subjugated knowledge and accomplishments and contributions of the Other that tend to be omitted from mainstream texts” (Hickman & Porfilio, 2012, p. xx). In so doing, not only do students read their world, but they also learn to critique their world, their classrooms, and the textbooks they are often forced to use. — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 621

Categorization

• SEED: The pedagogical arc ‘investigate - thematize - problematize’ applied to textbook critique is a concrete method write-up that could anchor an essay or workshop guide.
• XREF: connects to: Freire’s cultural circles began in everyday community venues using pictures and dialogue. — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 586; Freire’s cultural circles apply at every grade level to critique school textbooks — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 616; Freirean cultural circles progress through investigation, thematization, and problematization — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 591 (+1 more)

Broader Connections

• Freirean cultural circles progress through investigation, thematization, and problematization #expands (0.85) — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 591
• Literacy learning transforms peasants’ self-perception in hours #expands (0.75) — Paulo Freire, Pedagogy of the Oppressed, 69