This article focuses on Freire's early work in the late 1950s and 1960s in Brazil and Chile. The central questions that guide the analysis are the following: What was the context that generated answers like Freire's and nurtured his intentionality? What was the intellectual and ideological context that inspired those responses? What is the originality of your answer? Attention is paid to the international political macro context and the intersection with the modernization policy of the United States through the Alliance for Progress, as well as to the micro context of Brazil and, in particular, of the Northeast, including the nationalist developmental model that was prevalent. the popular education movements, the radicalization of sectors of the Catholic Church. Freire's thesis from 1959 and the articles he wrote in 1961 and 1963 are examined. Freire arrived in Chile at the time of the Christian Democratic president, Eduardo Frei and works in literacy programs related to agrarian reform. Connections of part of his work written by him with his previous works are sought and a political reading of Pedagogy of the Oppressed is made considering Freire's radicalization and the influence of liberation theology. There is certainly a line that connects Freire's initial thinking with the Brazilian pedagogues' interpretation of John Dewey's pragmatism. However, Freire's literacy method and the conception of education that supports it generated an epistemological break in the pedagogical political discourse of adult education and beyond.
Bruno-Jofré, R. (2021). PAULO FREIRE AND HIS EARLY PEDAGOGICAL TRAJECTORY. Revista Enfoques Educacionales, 18(2), 101–119. https://doi.org/10.5354/2735-7279.2021.65395
