Abstract
In Freire’s thought resides a grand lesson and its pertinence belongs to all learning processes that, without a doubt, touch the most profound internal needs of the individual as well as those that are collective in nature. With respect to the process of literacy, the most important and principal vehicle for the appropriation of the world in its iconic, semiotic, and gesticular forms, using all human feelings, the task of an educator is to commit herself to and with the learner accompanying her, in order for the latter to project a trajectory with the tools and a deck permits her to reinvent herself.
… the relation between reading and writing which should be understood as processes that cannot be separated, should be organized in such ways to create the perception that they are needed for something, a perception, as Lev Vygotsky emphasized of being something that children need and that we too need.
Paulo Freire, In Letters to those who dare to teach ( 1998 , p. 23)
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Zambrana-Ortiz, N.J. (2011). Street Pedagogy and the Power of Street Stories: Complicity and Convergence Among Freire and Vygotsky’s Ideas. In: Pedagogy in (E)Motion. Explorations of Educational Purpose, vol 16. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-0665-1_2
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