2018/10/23 by Maria Del Mar Ramis Salas · 18 citations
Social Sciences · #Diverse Education Studies and Reforms #Inclusive Education and Diversity #Global Educational Policies and Reforms #Dialogic #Transformative learning #Dialogical self #Sociology #Epistemology #Action (physics) #Centrality #Communicative action #Pedagogy #Action research #Critical theory #Education theory #Higher education #Social science #Political science #Philosophy
paper · pdf · doi:10.17583/hse.2018.3749
published in Social and Education History 7(3), 277 (Hipatia Press)
openalex publication_date 2018/10/23 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/02
The present article discusses how Paulo Freire was ahead of his time with his theoretical contributions by reflecting on the author’s groundbreaking insights, particularly those developed in his Pedagogy of the oppressed. To do so, the paper first introduces his Theory of Dialogical Action and the premises that explain how it established the theoretical grounds for some of the most relevant theoretical works in the Social Sciences such as Habermas’ Theory of the Communicative Action developed more than a decade after Freire’s work. The second part of the paper further explores the influence of the premises of the Dialogic Education, by reviewing the theoretical foundations of other major theoretical works and practical experiences that building on Freire’s work and the centrality of dialogue in the educational process continue enabling the creation of future through transformative educational experiences. In so doing, the impact that the legacy of one of the most relevant authors in the history of education has had upon most relevant theoretical conceptualisations as well as a successful practical key experiences is further explained.