![]() Pedagogies are collective in nature, and Freire's, as he himself recognized, was no exception. Ultimately, Holst argues that Freire's pedagogy, like all pedagogy, can only be understood fully when seen within the specific sociopolitical and economic contexts within which it developed. Freire's ideological evolution inspired his writing of "Pedagogy of the Oppressed", widely considered one of the most important books on education in the twentieth century. Holst contributes to Freirean studies by demonstrating that Freire's work in the Chilean political context proved to be decisive in his ideological and pedagogical growth. Considering this relatively rapid change in Freire's educational philosophy, Holst explores the manner in which Freire's time and work in Chile affected his ideological evolution. ![]() In contrast, his "Pedagogy of the Oppressed", written toward the end of his stay in Chile from 1967 to 1968, was influenced by Marxist humanist ideology. It’s within this context that Freire writes Pedagogy of the Oppressed: exiled from his native country as it experienced an anti-communist regime change, Freire’s ground-up approach to education critiques the rise of authoritarianism and right-wing policies in Latin America at that time. ![]() Freire's "Education as the Practice of Freedom", which was written in 1965 from notes he brought from Brazil, was informed by a liberal developmentalist outlook. ![]() In this article, John Holst presents findings of his historical research on Paulo Freire's educational work in Chile from 1964 to 1969. ![]()
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