ABSTRACT
The argument in this essay is that Paulo Freire's pedagogy represents both a consolidation of Latin American pedagogical thinking and the starting point for new developments in the area. The text is divided into four parts. In the first, an attempt is made to look at how Paulo Freire builds his vision of Latin America, with special attention to his time of exile in Chile. The second part deals with understanding the context of praxis at the time when the pedagogy of the oppressed was formed, highlighting the relationship with theology and social research. It follows the identification of sources of the pedagogy of the oppressed, exemplifying how Paulo Freire's work is constituted within a rich pedagogical tradition. Finally, in the fourth part, marks of Latin American pedagogy are highlighted, in which the presence of Paulo Freire is more evident. The conclusion points to perspectives for future research in the context of the follow up of the centenary of Paulo Freire's birth.
KEYWORDS
Paulo Freire; Latin American pedagogy; Latin America; popular education