Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

The article analyzes the race-language relationship from both political and legal perspectives in order to deconstruct its assumptions and claim a paradigm shift in terms of the ontology of linguistic rights. Two perspectives are identified from the political point of view: one focuses on the process of domination and language as a system of signs; the other focuses on the process of racialization and speech as a materialization of language. From the legal point of view, an analysis of constitutional texts reveals how alterity is classified through the use of specific terminology.  The discussion of the official character of languages in the 1998 and 2008 constitutions allows a critique of the multiculturalist ordering based on cultural geography. The challenges of language shift and language mixing for the object of linguistic rights are identified with the aim of understanding the latter in intercultural terms. 

This article seeks to contribute to highlighting the voices of black women in the context of two events that show the depth of racism in Latin America: the massacre of the Independent Colored Party that occurred in Cuba in 1912 and the Afro-Esmeraldeña War that took place in Ecuador between 1913 and 1916. The voices of women of African descent are recognized as fundamental contributions to republicanism and black humanism that oppose the legacies of slavery as well as racism. 

Editorial

This text is the result of several communications in the preparation and celebration of Paulo Freire's Centenary in 2020 and 2021 and intends to share paulo freire's political-pedagogical contribution in the training of educators in Cape Verde and its repercussions on educational policies, based on my doctoral thesis in Education (Varela, 2018). An archipelagic, African and Sahelian country, Cape Verde is one of the rare countries that has developed an original adult education and training policy with remarkable continuity, a subsystem of out-of-school education, parallel and equivalent to the school subsystem, with a curriculum and a specific program, a career of educators integrated in the career of teaching staff and a system of recognition and certification. The work carried out that led to the thesis, it is proposed to contextualize historically the education of educators and analyze their results, using the case study, with an essentially descriptive character. With regard to Paulo Freire's political-pedagogical contribution, the results indicate that the training of educators had positive repercussions, namely on the development of knowledge for the exercise of the profession, in the democratization of access to education, in valuing the professional career of the Adult Educator and in the strengthening of the national educational system.

The educational life of Paulo Freire and his pedagogical thought not only constitute a historical legacy of the 20th century, but also leave an invaluable inspiration to make ours the challenges that UNESCO (2022) places in order to give answers to the necessary transformations in this advance of the 21st century. Its ethical-political commitment to make the common and public educational good continues to be an exercise of shared responsibility for all —given a context of growing inequities and deepening of training practices that reproduce a dehumanizing and predatory mechanistic order of life. In this complex framework, his hopeful look and transforming way of doing are an invitation to re-imagine education for a sustainable and peaceful future together, as UNESCO proposes. It is about making real the possibility of a dialogical pedagogy with which to concretize processes of regenerative democratization of a healthy educational life. Life that enhances autonomy, taking care for the common goods that make sense of and guide its learning dynamics on the sustainable basis of solidary creative critical training.

This article reads the educator Paulo Freire from the perspective of the current challenges of a globalised society. The starting point is the demand for a "great transformation" that leads to a changed self-understanding of individuals as well as to a new kind of personal and structural coexistence. In Freire's liberation pedagogy, the aspects that herald the new and thus underpin transformation processes are taken up from this perspective. The author identifies traces of a search for what constitutes and fundamentally sustains human beings - the central topic of religions and spirituality.

Addressing the ambiguity of the concept of transgression, the text discusses some aspects of Paulo Freire's work that, in addition to being fascinating and courageous, are clearly transgressive in relation to norms, usually accepted, in the more traditional field of Science. These aspects, moreover, give his work characteristics of a surprising relevance. The articulation between Christ and Marx is presented as an example of transgression in Freire's work – and the concept of Easter is characterized as an illustration of this same transgression. Easter, as Freire describes it, comprises an inseparable and transgressive dialectic between the indispensable political nature of education and the equally indispensable spirituality that is associated with it, and to which it also seeks to lead.

Paulo Freire is an undisputed reference in the field of education, leaving us a legacy of inspiring principles and teachings of transformative and emancipatory educational practices for educators, children, and young people. Hence, this article presents a reflection, inspired by two Freirian works (Pedagogy of Autonomy and Pedagogy of the Oppressed) that confront us with a source of strategies and principles that envision a liberating education, a problematizing educator, in order to allow and "help the student to become the architect of his own cognitive practice” (Freire, 1997, p.140). It also highlights the importance and need of educational practices and experiences anchored in a dialogue culture for the modern society, which promote the development of critical thinking, autonomy and empowerment of all social actors involved.

The diversity of ideas and reflections in this thematic issue of Saber & Educar Journal, under the theme “100 years of Paulo Freire: practices, learning and research”, is the merit of educators who, in their different contexts and daily pedagogical practices, developed, recorded and revealed to us the vitality and essentiality of Freirean thought and its relevance and connection with the challenges we face at this moment in history.

The book Pedagogia da Autonomia by Paulo Freire brings with it reflections on education as a form of emancipation, construction and liberation of the subject. Thus, taking as a starting point Freyre’s statement about the emancipating and liberating power of education, this work aims to articulate the concept of autonomy in his book Pedagogia da Autonomia with the historical, social and cultural process called feminization of teaching. We will relate the ideas of Paulo Freire (2022) with the social, political and economic changes that he attributed to women, his majority presence in the teaching profession. The research is of the bibliographic type. In an analytical and descriptive perspective, we use Almeida (1998), Louro (2004), Rosa (2011), Yannoulas (2013) and Oliveira (2017) among other authors who discuss the theme of feminization of the teaching profession and especially the work Pedagogia of the Autonomy of the educator, Paulo Freire (2002). We affirm that the feminization of the teaching profession represented a potential for life, power, liberation and autonomy for women, considering that the genesis of education in Brazil was made through impositions of dominant groups for dominated ones, propagating ideals and roles that should be performed by certain groups in the social environment.