Paulo Freire left behind a rich legacy that speaks passionately to the relationship of the body to humanizing praxis. This legacy encompasses a pedagogical perspective that focuses on the primacy of the body in the construction of critical knowledge. Freire’s ideas also point to the importance of the materiality of body to a pedagogical process informed by a humanizing ethos that supports reflection, dialog, and solidarity in the flesh, as we labor for the common good. As teachers and students participate in the dialogical process of communal learning, the body and the mind must be understood as rightful allies in the formation, expression, and evolution of collective consciousness. Of this, Freire (1983) argued, “true education incarnates the permanent search of people together with others for their becoming fully human in the world in which they exist” (96). With these ideas in mind, this article considers some of the salient ways in which the body is central to Freire’s humanizing praxis—a praxis fundamentally grounded in a larger revolutionary project for liberation.

中文翻译：

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弗莱雷和身体的革命性实践

Paulo Freire 留下了丰富的遗产，热情地讲述了身体与人性化实践的关系。这一遗产包含一种教学视角，侧重于身体在批判性知识构建中的首要地位。弗莱雷的想法还指出了身体的物质性对于以人性化的精神为基础的教学过程的重要性，这种精神支持肉体的反思、对话和团结，因为我们为共同利益而努力。当教师和学生参与公共学习的对话过程时，身体和心灵必须被理解为集体意识形成、表达和进化的正当盟友。对此，Freire (1983) 认为，“真正的教育体现了人们与他人一起永久探索，以期在他们存在的世界中成为完全的人”（96）。考虑到这些想法，本文考虑了身体在弗莱雷的人性化实践中处于核心地位的一些突出方式——这种实践从根本上建立在一个更大的解放革命项目上。