Education, Dialogue and Intervention: revisiting the Freirean project

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Abstract
In the past two decades Paulo Freire's philosophy of education has been the subject of much discussion by academics, school teachers and adult educators in a variety of formal and informal settings. While Freire initially gained recognition for his work with adult illiterates in Brazil and Chile, since the early 1970s his ideas have found increasing application in Britain, the USA, Canada, Australia and New Zealand. This article reconsiders the literacy methods through which Freire initially attracted international attention. Freire's approach to literacy education in Brazil is outlined and brief reference is made to the other major adult education programmes with which Freire has been involved since 1964. A number of serious criticisms of Freirean pedagogy are identified, all of which deal in some way with what might be termed the problem of ‘imposition’ in Freire's work. Critiques from Berger, Bowers and Walker suggest that the Freirean project entails the imposition of a particular world‐view and mode of social practice on adult illiterates. According to these critics, Freire assumes that he knows better than the oppressed the nature of, and the best solution to, their oppression. The author argues that the Freirean system is indeed non‐dialogical and impositional in certain respects, but concludes that Freire's literacy efforts were ultimately worthwhile.

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