Chapter
Part 1: Fresh Perspectives
Part 2: Freirean Principles
Part 3: Examples of Freire’s Current Evaluation Influence
1 The Global Impact of Freire’s Pedagogy
Introduction: A Global Perspective on Freire’s Pedagogical Impact
Popular education as a public policy: Freire in São Paulo city’s Education Department
Collective Work as a Pedagogical Principle
Teaching, According to Paulo Freire, and Implications for Evaluation
Education and Evaluation: Issues of Purpose and Quality Interconnected
Looking to the Future of Educating to Transform 21th-Century Popular Education: The Ongoing Work of the Paulo Freire Institute
2 Freirean Pedagogy in Street Education: Unveiling the Impact on Street Children in Brazil
The Alternative Programs for Street Children
Data Collection---Phase I: Generating Program Impact Indicators
Data Collection---Phase II: Detecting Impacts by Observing Programs
Initial Immersion in the Program
Direct Observation in the Programs
Impacts and Program Profiles
A Systematic Methodology for Ongoing Evaluation of the Programs
Discussion and Conclusions
The Impact of Evaluation on Stakeholders
What Did the Evaluators Teach? What Knowledge Did They Impart?
3 Pedagogical Principles of Evaluation: Interpreting Freire
A Principles-Focused Pedagogy of Evaluation
Freire’s Evaluation Engagement Process
Principle 1. Use Evaluative Thinking to Open Up, Develop, and Nurture Critical Consciousness
Principle 2. Consciousness Resides in Communities of People, Not Just Individuals
Principle 3. Critical Consciousness Pedagogy Must Be Interactive and Dialogical
Principle 4. Integrate Reflection and Action
Principle 5. Value and Integrate the Objective and Subjective
Principle 6. Integrate Thinking and Emotion
Principle 7. Critical Consciousness Pedagogy Is Co-Intentional Education Among Those Involved in Whatever Roles
Principle 8. Critical Consciousness Is Both Process and Outcome, Both Method and Result, Both Reflection and Action, Both Analytical and Change-Oriented
Principle 9. All Pedagogy Is Political
Principle 10. Critical Pedagogy Is Fundamentally and Continuously Evaluative
Evaluation Relevance Today: Freire’s Pedagogical Principles Connected to Evaluation Approaches
A Holistic Freirean Evaluation Framework
4 Pedagogy in Process Applied to Evaluation: Learning from Paulo Freire’s Work in Guinea-Bissau
Paulo Freire and the Guinea-Bissau Context
The Guinea-Bissau Project
Idac First Encounter With Guinea-Bissau
Approaching the Work in Guinea-Bissau
The 10 Pedagogical Principles and the Guinea-Bissau Experience
Freire’s Pedagogical Principle 1: Use Evaluative Thinking to Open Up, Develop, and Nurture Critical Consciousness
Freire’s Pedagogical Principle 2: Consciousness Resides in Communities of People, Not Just Individuals
Freire’s Pedagogical Principle 3: Critical Consciousness Pedagogy Must Be Interactive and Dialogical
Freire’s Pedagogical Principle 4: Integrate Reflection and Action
Freire’s Pedagogical Principle 7: Critical Consciousness Pedagogy Is Co-Intentional Education Among Those Involved in Whatever Roles
Freire’s Pedagogical Principle 8: Critical Consciousness Is Both Process and Outcome, Both Method and Result, and Both Analytical and Change-Oriented
Freire’s Pedagogical Principle 9: All Pedagogy Is Political
Freire’s Pedagogical Principle 10: Critical Pedagogy Is Fundamentally Evaluative
Potential Additional Freire’s Pedagogical Principles Relevant to Evaluation Emerging from the Guinea-Bissau Experience
Possible Freire’s Pedagogical Principle 11: Experiences Are Not for Transplantation, They Are to Be Reinvented
Possible Freire’s Pedagogical Principle 12: Root Any Pedagogical Effort in People’s Real Interests and Needs, So Those Efforts Will Become More Effective
5 Transformative Pedagogical Evaluation: Freirean Principles Practiced in Brazilian Public Schools
A Look at Educational Evaluation That Excludes and Its Alternative
The Essence of a Transformative Evaluation
Paulo Freire and the Telessala Methodology
Telessala Methodology and the Freirean Principles as Pedagogy of Evaluation
Principle 1. Use Evaluative Thinking to Open Up, Develop, and Nurture Critical Consciousness (Patton, Chapter 3, this volume)
Principle 2. Consciousness Resides in Communities of People, Not Just in Individuals
Principles 3, 5, and 6. "Critical Conscience Is Interactive and Dialogic''; "Value the Objective and the Subjective"; "Integrate Thought and Emotion"
Principle 4. Integrating Reflection and Action
Principle 10. Critical Pedagogy Is Fundamentally and Continuously Evaluative
Conclusion: A Pedagogy of Evaluation for Social Justice
6 Transformative Empowerment Evaluation and Freirean Pedagogy: Alignment With an Emancipatory Tradition
The Niche of Empowerment Evaluation
Cycles of Reflection and Action
Monitoring the Strategies
Pedagogy of Evaluation
：New Directions for Evaluation, Number 155
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