KaydedilenlerDerginizi ekleyin

Dergiler / Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi / 2026 / Cilt: 26 Sayı: 3

Paulo Freire'nin Eğitim Düşüncesi ve Halk Eğitimi Üzerindeki Kalıcı Etkisi

Paulo Freire’s Educational Thought and Its Enduring Influence on Community Education

Deniz Yalçınkaya

Sayfa
1278–1294
Yayın Tarihi
2026-09-30
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗

Özet

Brezilyalı eğitimci Paulo Freire, popülerliğini geliştirdiği eğitim düşüncesi ve yönetiminden almaktadır. Freire, siyasi görüşleri ya da felsefeleri ne olursa olsun eğitimle ilgilenen herkesin dikkatini çekmiştir. Radikal bir eğitimci olarak tanınan Freire, eğitimin felsefi ve psikolojik temellerinin yeniden düşünülmesini teşvik etmiş, böylece öğrenme ve öğretme faaliyetleri yeniden sorgulanmaya başlanmıştır. Okuryazarlık faaliyetleriyle ilişkili olarak eğitim hayatının içinde yer alan bir eğitimci olarak Freire, okuryazarlığı eleştirel bilinçle ilişkilendirerek, okuryazarlığın mekanik bir sorun olmaktan uzak, insanların özgürleşmesi için bir araç olduğunu savunmuştur. Bu nedenle Ezilenlerin Pedagojisi'nde eğitime, özellikle de halk eğitimine ilişkin görüşleri bu alana yeni bir bakış açısı getirmiş ve bu alandaki faaliyetleri derinden etkilemiştir. Freireci pedagojinin teorik ve metodolojik özellikleri halk eğitiminin hedeflerine ulaşmasında oldukça dikkat çekicidir ve halen tartışılmaktadır. Genel olarak, araştırmalarda, politik ve sosyal değişimi hedeflemesi beklenen halk eğitiminin yapısı ve işleyişi Freire'nin yöntemleri ile ele alınmaktadır. Bu araştırmada, Freire'nin eğitime ilişkin kuramsal ve yöntemsel önerilerinin günümüz uygulamalarında hayata geçirilip geçirilmediği sorusu ele alınmakta, ilgili araştırmalar ve kuramsal eleştiriler temelinde eleştirel bir analiz yapılmaktadır. Bir eleştirel değerlendirme olarak bu çalışma, Freire'nin eğitim yaklaşımının halk eğitimi için ayırt edici etkilerine ve özelliklerine genel bir bakış sunarken, çağdaş eğitim uygulamalarında etkisini ve ilgililiğini eleştirel bir bakış açısıyla analiz etmektedir.

Abstract

Paulo Freire, the Brazilian educator, derives his popularity from the educational thought and management he developed. Freire has attracted the attention of all those concerned with education, regardless of their political views or philosophies. Recognized as a radical educator, Freire stimulated a rethinking of the philosophical and psychological foundations of education, so that learning and teaching activities began to be questioned again. As an educator involved in educational life in relation to literacy activities, Freire argued that literacy, far from being a mechanical problem, was a tool for the emancipation of the people by linking literacy with critical consciousness. For this reason, his views on education particularly on community education (CE), in Pedagogy of the Oppressed’ brought a new perspective to this field and deeply influenced the activities in this field. The theoretical and methodological features of Freirean CE are quite remarkable in achieving the goals of CE and are still being discussed. The structure of CE, which generally aims at political and social change, is handled with Freire's methods. The question of whether Freire's theoretical and methodological suggestions regarding education are implemented in today's practices is addressed and a critical analysis is made on the basis of relevant research and theoretical criticism. This study critically presents that CE is governed by changing world dynamics and shaped by global changes, has evolved beyond Freire's methods. As a critical assessment, this paper provides an overview of the distinctive effects and characteristics of Freire's educational approach for CE while critically assessing its impact and relevance in contemporary educational contexts.

Anahtar kelimeler
🔖

Bu Makaleye Atıf Yap

Yalçınkaya, D. (2026). Paulo Freire'nin Eğitim Düşüncesi ve Halk Eğitimi Üzerindeki Kalıcı Etkisi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 26 Sayı: 3, 1278–1294. https://doi.org/10.17240/aibuefd.2026..-1688917

📄 Tam Metin PDF Okuyucu

Kaynakça (32)

  1. Ardiwinata, J. S., & Mulyono, D. (2018). Community education in community development. Journal Empowerment, 7(1), 25–34. https://doi.org/10.22460/empowerment.v7i1p25-35.661
  2. Bağcı, E. (2014). Yetişkin eğitimi ve eşitlik. Kalkedon Yayınları.
  3. Brookfield, S. D. (1986). Understanding and facilitating adult learning: A comprehensive analysis of principles and effective practices. Jossey-Bass.
  4. Carloni, G., Fotheringham, C., Virga, A., & Zuccala, B. (2021). Blended learning and the Global South: Virtual exchanges in higher education (1st ed.). Edizioni Ca' Foscari - Digital Publishing. https://doi.org/10.30687/978-88-6969-529-2
  5. Cavalcanti, M. F. R., & Silva, A. L. (2024). Unveiling systemic oppression in business education: Freire’s contribution to our quest for social change. Management Learning, 55(1), 141–164. https://doi.org/10.1177/13505076231220121
  6. Dasen, P. R., & Akkari, A. (Eds.). (2008). Educational theories and practices from the majority world. Sage Publications. https://doi.org/10.4135/9788132100683
  7. Dawson, R., & Avoseh, M. B. (2018, September 30–October 2). Freire's conscientization and the global student: Towards emancipatory transformation [Paper presentation]. American Association for Adult and Continuing Education (AAACE) Commission for International Adult Education (CIAE) Annual Pre-Conference, Myrtle Beach, SC, United States.
  8. English, L. M., & Mayo, P. (2002). Learning with adults: A critical pedagogical introduction. Sense Publishers.
  9. English, L. M., & Mayo, P. (2021). Lifelong learning, global social justice, and sustainability. Springer Nature. https://doi.org/10.1007/978-3-030-65778-9_6
  10. Foley, G. (Ed.). (2004). Dimensions of adult learning: Adult education and training in a global era (1st ed.). Open University Press.
  11. Freire, P. (1970). Pedagogy of the oppressed. Continuum.
  12. Gadotti, M. (2017). The global impact of Freire's pedagogy. In M. Q. Patton (Ed.), Pedagogy of evaluation (New Directions for Evaluation, No. 155, pp. 17–30). Jossey-Bass. https://doi.org/10.1002/ev.20253
  13. Giatti, L. L. (2019). Participatory research in the post-normal age: Unsustainability and uncertainties to rethink Paulo Freire's 'Pedagogy of the Oppressed'. Springer. https://doi.org/10.1007/978-3-030-27924-0
  14. Grant, M. J., & Booth, A. (2009). A typology of reviews: An analysis of 14 review types and associated methodologies. Health Information & Libraries Journal, 26(2), 91–108. https://doi.org/10.1111/j.1471-1842.2009.00848.x
  15. Holst, J. D. (2002). Social movements, civil society, and radical adult education. Greenwood Publishing Group.
  16. Jarvis, P. (2010). Adult education and lifelong learning: Theory and practice (4th ed.). Routledge.
  17. Lavender, P., & Tuckett, A. (2020). Inspired by Freire: From literacy to community — How the ideas of Paulo Freire shaped work in the UK. The Adult Learner: Journal of Adult and Community Education, 31–47.
  18. Mayo, P. (1997). Tribute to Paulo Freire (1921–1997). International Journal of Lifelong Education, 16(5), 365–370. https://doi.org/10.1080/0260137970160502
  19. Mayo, P. (2001). Remaining on the same side of the river: A critical commentary on Paulo Freire’s later work. The Review of Education, Pedagogy, and Cultural Studies, 22(4), 369–397. https://doi.org/10.1080/1071441000220404
  20. Mayo, P. (2019). Paulo Freire and the debate in lifelong learning. In C. A. Torres (Ed.), The Wiley handbook of Paulo Freire (pp. 75–92). Wiley-Blackwell. https://doi.org/10.1002/9781119236788.ch29
  21. McCarthy, F., & O'Brien, S. (2020). Hopes and worries in learning to grow together: Key praxiological lessons for the adult educator. The Adult Learner: Journal of Adult and Community Education, 21–30.
  22. Ross, E. W. (2016). Broadening the circle of critical pedagogy. In N. McCrary & E. W. Ross (Eds.), Working for social justice inside and outside the classroom: A community of teachers, researchers, and activists (pp. 206–218). Peter Lang.
  23. Sayılan, F. (2021). Özgürleştirici bir pedagoji modeli olarak halk eğitimi. Eleştirel Pedagoji, (69-70).
  24. Schugurensky, D. (1996). Paulo Freire: From pedagogy of the oppressed to pedagogy of hope. In H. Reno & M. Witte (Eds.), 37th Annual Adult Education Research Conference (AERC) Proceedings (pp. 341–346). University of Florida.
  25. Schugurensky, D. (2011). Continuum library of educational thought: Paulo Freire. Continuum International Publishing Group.
  26. Shaull, R. (2019). Foreword. In P. Freire, Ezilenlerin pedagojisi [Pedagogy of the oppressed] (D. Hattatoğlu & E. Özbek, Trans.; 18th ed., p. 15). Ayrıntı Yayınları.
  27. Smith, M. C., & DeFrates-Densch, N. (Eds.). (2009). Handbook of research on adult learning and development. Routledge. https://doi.org/10.4324/9780203887882
  28. Suoranta, J., & Tomperi, T. (2021). Is there a Nordic Freire? The reception history of Freirean ideas in Finland. Journal for Critical Education Policy Studies, 19(1), 62-97. https://doi.org/10.18224/cam.v19i4.9183 Taylor, P. V. (1993). The texts of Paulo Freire. Open University Press.
  29. United Nations Educational, Scientific and Cultural Organization. (2015). Rethinking education: Towards a global common good? UNESCO.
  30. Welton, M. (Ed.). (1995). In defense of the lifeworld: Critical perspectives on adult learning. State University of New York Press.
  31. Yılmaz, Z. (2016). Paulo Freire’nin felsefesinde özgürleşmenin aracı olarak eğitim. FLSF Felsefe ve Sosyal Bilimler Dergisi, (22), 299–313.
  32. Zhong, Y. (2018). Is Freire’s critical pedagogy applicable to China’s higher education? A philosophical examination [Master's thesis, The University of British Columbia]. UBC Theses and Dissertations.