Paulo Freire was a Brazilian educator and philosopher who, during the late 1950s and early 1960s, developed the literacy approach known as the “Freirean Method,” which experimented with ways of teaching rural and poor adults. His pedagogy centred on dialogue, reflection, and the lived experience of learners. It considered students’ realities, used vocabulary drawn from their daily lives, and encouraged them to reflect on social issues related to their work and life.
Trialogue of Pedagogy is a short fictional dialogue in which I engage with Paulo Freire’s words, taken from several of his books, such as Pedagogy of the Oppressed and Pedagogy of Autonomy. Building on his reflections on teaching methods, I also reflect on my own years of involvement in the post-master program Decolonizing Architecture Advanced Studies (DAAS).
Like the Freirean method, Decolonizing Architecture Advanced Studies draws on a radical pedagogy that uses a dialogical approach and recognizes each participant as a source of knowledge.
Trialogue of Pedagogy was performed at the conference Learnings/Un-learnings: Environmental Pedagogies, Play, Policies, and Spatial Design in Stockholm, Sweden, in conjunction with a reflexive text titled “To Be More Than a Student: A Learning Journey” which was later published on the platform Urgent Pedagogies.
