{"product_id":"extensao-ou-comunicacao","title":"Extension or communication?","description":"\"\u003cp\u003e \u003cstrong\u003ePaulo Freire in defense of communication in education.\u003c\/strong\u003e\u003c\/p\u003e\n\n\u003cp\u003e\u003c\/p\u003e\n\n \u003cp\u003eWritten in Chile in 1968, \u003cem\u003eExtension or Communication?\u003c\/em\u003e is a precise essay on the methodological choices of educators and advocates for an education that is not limited to technical training, but encompasses the effort through which individuals recognize themselves as transformers of reality. It proposes an analysis of the work of the agronomist (mistakenly called \"extensionist\") as an educator and aims to highlight their indisputable and important role alongside (and with) peasants, which is not correctly defined in the concept of \"extension.\" The foreword is by Chilean agronomist and agrarian economist Jacques Chonchol.\u003c\/p\u003e\n\n\u003cp\u003e *\u003c\/p\u003e\n\n \u003cp\u003eIn 1963, in Angicos, in the interior of Rio Grande do Norte, three hundred rural workers were taught to read and write in just 40 hours using the method proposed by Paulo Freire. This was the result of the pilot project of what would become the National Literacy Program under the government of João Goulart, the president who would later be deposed in March 1964. In October of that same year, Freire left Brazil to protect his own life. He only returned to the country in 1979, with the democratic opening.\u003c\/p\u003e\n\n\u003cp\u003e Throughout his career, Paulo Freire has received more than one hundred \u003cem\u003ehonorary\u003c\/em\u003e doctorates from various national and international universities, as well as numerous awards, including the UNESCO Education for Peace Award and the Brazilian government's Order of Cultural Merit. He is a member of the International Adult and Continuing Education Hall of Fame and the Reading Hall of Fame.\u003c\/p\u003e\n\n \u003cp\u003e\"Dialogue and problematization don't lull anyone to sleep. They raise awareness. In dialogicity and problematization, educator-student and student-educator both develop a critical stance, resulting in the perception that this body of knowledge is interconnected. Knowledge that reflects the world and people, in the world and with it, explaining the world, but above all, having to justify itself in its transformation.\"\u003c\/p\u003e \"","brand":"Totvsrj-record-dc","offers":[{"title":"Default Title","offer_id":47159253074172,"sku":"9788577534265","price":54.9,"currency_code":"BRL","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0722\/9197\/5420\/files\/370ed456d3ae0e687de1baa712093239.jpg?v=1781061832","url":"https:\/\/www.record.com.br\/en\/products\/extensao-ou-comunicacao","provider":"Editora Record","version":"1.0","type":"link"}