THE PEDAGOGY OF TRANSFORMATION: A CRITICAL REVIEW OF THE WORK “PAULO FREIRE” BY CELSO DE RUI BEISIEGEL

Abstract

The history of Brazilian education in the twentieth century is inseparable from the trajectory of Paulo Freire, one of the world’s most influential educational thinkers and the leading figure of critical pedagogy. Amidst a landscape marked by deep social inequalities, authoritarian politics, and severe limitations on access to education, Freire developed an innovative pedagogical approach rooted in dialogue and the appreciation of popular knowledge, which quickly transcended national borders and began to influence educational practices throughout the world. The book “Paulo Freire,” written by Celso de Rui Beisiegel and published in 2010 by Fundação Joaquim Nabuco as part of the renowned Educators Collection, aims to delve into the origins, development, and legacy of Freire’s ideas, highlighting their historical and contemporary significance. Beisiegel organizes his discussion through a detailed analysis of both Brazil’s socio-historical context and the life and work of Freire, emphasizing the crucial moments that allowed for the emergence, consolidation, and internationalization of his pedagogical proposal. More than a simple biography, the book presents a critical reflection on the genesis of the adult literacy method, its connection with social movements and the struggle for the emancipation of the oppressed, and examines the political and institutional developments of his pedagogy. In doing so, the author invites us to consider the multiple dimensions of Freire’s thought: its political radicalism, philosophical depth, ethical commitment, and its relevance for the ongoing challenges of contemporary education. Throughout the text, Beisiegel does not limit himself to extolling the achievements and concepts of the patron of Brazilian education. On the contrary, he strives to problematize the challenges, limitations, and tensions experienced by Freire himself and those who have tried to implement his ideas in different historical and cultural contexts. This movement of critical analysis allows the reader to understand that Freirean pedagogy is far from being a set of ready-made techniques: it is a political and existential project that demands constant reinvention, dialogue with reality, and a commitment to social transformation. Within this framework, this critical review seeks to present, examine, and discuss the main arguments and contributions of Celso Beisiegel’s book, analyzing its importance both for the training of educators and for the debate on the social function of public schools and the construction of a more democratic and just society.