EDUCATION, DIALOG AND INTERVENTION - REVISITING THE FREIREAN PROJECT

In the past two decades Paulo Freire's philosophy of education has bee n the subject of much discussion by academics, school teachers and adu lt educators in a variety of formal and informal settings. While Freir e initially gained recognition for his work with adult illiterates in Brazil and Chile, since the early 1970s his ideas have found increasin g application in Britain, the USA, Canada, Australia and New Zealand. This article reconsiders the literacy methods through which Freire ini tially attracted international attention. Freire's approach to literac y education in Brazil is outlined and brief reference is made to the o ther major adult education programmes with which Freire has been invol ved since 1964. A number of serious criticisms of Freirean pedagogy ar e identified, all of which deal in some way with what might be termed the problem of 'imposition' in Freire's work. Critiques from Berger, B owers and Walker suggest that the Freirean project entails the imposit ion of a particular world-view and mode of social practice on adult il literates. According to these critics, Freire assumes that he knows be tter 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 Fr eire's literacy efforts were ultimately worthwhile.