Abstract:

Τhis paper aims to show the significant contribution and diachronical value that P. Freire’s pedagogical theory has made in enriching the thought on lifelong learning and especially on teacher’s/educator’s role on the learner’s emancipation. According to the Brazilian pedagogue’s problem-posing liberating education, education acquires a liberating power, where pedagogical dialogue and critical awareness are the main procedures that can liberate the learner. Knowledge is acquired by the learner through his dialogue with the educator and the other trainees. In order to help the trainee, the educator must learn and use learners’ vocabulary and way of thinking. Nowadays, adult educators successfully apply several of Paulo Freire's methods such as the Dialectical Method, the use of appropriate vocabulary, the knowledge and experience connection. An educator has to be informed for any special characteristics and needs of his learners. In addition, he should prepare the educational process, organize the educational space and time, facilitate the communication and participation of the learners. He should also constantly inspire the trainees and organize them. It is essential to evaluate each stage of the educational process, while it is necessary to critically analyze his educational practices. The paper also presents P. Freire’s theory’s implementation in Second Chance Schools in Greece.

Keywords:

Freire, literacy, dialogue, emancipation.