Abstract Paulo Freire's ideas on education, conscientization and participatory development have assumed the status of external and universal truths which can be applied in any developing society. Though Freire's theory of dialogical communcation and action is based on group dialogue rather than the mass media, there is a sense in which this theory can apply to almost any aspect of human communication, in a truly participatory manner.
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This text works as an introduction for the special issue “The legacy of Paulo Freire. Contemporary reflections on participatory communication and civil society development in Brazil and beyond”. The text outlines the contribution that each of the six articles constituting this issue makes, examining how they state the relevance of Paulo Freire’s ideas for the development and understanding of a notion of participatory communication and the articulation of bottom-up development processes. In addition, each contribution looks at the significance that the legacy of Paulo Freire has for contemporary debates about politics not only in Brazil, but also in other settings.
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This article explores the “mindprint” of Paulo Freire upon processes of social change in Brazil, with a particular focus on how his liberating pedagogy has influenced practices of participatory communication and civil society development. In exploring the legacy of Freire, his work is approached from the perspective of communication. This constitutes an original contribution as it positions Freire’s work within a communication epistemology and his vision as one of communication. A brief rigorous review is conducted of the history and development of citizen engagement in Brazil from the 1950s until 2020, identifying key phases of democratic development, and the legacy of Freire herein assessed. It is found that rather than representing specific policies or formal educational projects, Paulo Freire has become a key symbol and inspiration that has influenced a broad gamut of civil society, and continues, in a variety of forms and contexts, to inspire social change processes in Brazil.
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Media and Global Change …
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COMMONS. Revista de Comunicación y Ciudadanía Digital
This article explores the “mindprint” of Paulo Freire upon processes of social change in Brazil, with a particular focus on how his liberating pedagogy has influenced practices of participatory communication and civil society development. In exploring the legacy of Freire, his work is approached from the perspective of communication. This constitutes an original contribution as it positions Freire’s work within a communication epistemology and his vision as one of communication. A brief rigorous review is conducted of the history and development of citizen engagement in Brazil from the 1950s until 2020, identifying key phases of democratic development, and the legacy of Freire herein assessed. It is found that rather than representing specific policies or formal educational projects, Paulo Freire has become a key symbol and inspiration that has influenced a broad gamut of civil society, and continues, in a variety of forms and contexts, to inspire social change processes in Brazil.
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Communicative action: the Habermasian and Freirean dialogical approach to participatory communication for social change in a post-1994 South Africa Despite its almost four decade mainstay, the field of parti-cipatory communication for social change still experiences a definitional and pragmatic problem regarding what exactly participation is (cf.. What remains is a vastly under-theorised field of participatory communication for social change. This article examines the possibility of participatory communication approaching the Habermasian " ideal speech situation " in which people, as communicators, are seen as having a value in their own right and not simply regarded as a means to an end (cf. Habermas, 1984; 1987; 1989). Consistent with the Freirean " liberal pedagogy " , the praxis of dialogical communication or intersubjective communication is seen as putting right the " participative " quality of participatory communication (cf. Freire, 1970). For both theorists, transformative action can only occur if reflective and collective learning occurs in linguistically constructed settings where the normative dimensions of truth (logos), rightfulness (ethos) and truthfulness (pathos) are raised and met in the developmental conversation. This is especially significant in a globalised world and frag
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