Revisiting Critical Pedagogy in Urban Slums of Rio de Janeiro
Keywords:
critical pedagogy, urban slums, educational inequality, community-based learningAbstract
This study examines the application and relevance of critical pedagogy in the urban slums (favelas) of Rio de Janeiro, Brazil. Drawing from Paulo Freire's foundational work, this research investigates how critical pedagogical approaches can address educational inequalities and promote social transformation in marginalized communities. The study employs a mixed-methods approach, incorporating ethnographic observations, semi-structured interviews with 45 educators and community members, and document analysis of educational programs implemented between 2020-2024. Findings reveal that critical pedagogy remains highly relevant in addressing systemic educational challenges in favelas, though its implementation requires significant adaptation to contemporary urban contexts. The research identifies four key areas where critical pedagogy demonstrates particular effectiveness: literacy development through problem-posing education, community-based learning initiatives, digital literacy programs, and youth leadership development. The study concludes that while critical pedagogy offers valuable frameworks for educational transformation in urban slums, its success depends on community engagement, cultural sensitivity, and sustained institutional commitment.
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Copyright (c) 2023 Felipe Andrad, Luana Silva (Author)
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