PEDAGOGY OF THE OPPRESSED AS A REFERENCE: 50 YEARS OF HISTORICAL GEODATA (1968-2017) AND THE PROFILE OF YOUR READER

ABSTRACT After fifty years of publication of the book Pedagogy of the Oppressed, the demand is emerged to remake the paths of its appropriation as a reference (citation and reading), to analyze to what extent the attempt to ban the book Pedagogy of the Oppressed, and consequently, its author, worked (Hypothesis 1). Another topic that was verified was whether the researchers who most referenced the book are from those so-called colonized-dependent countries (Hypothesis 2) and whether the readership of the book was theoretically under oppression (Hypothesis 3). The intention of this text was not to make a contextual, epistemological and ontological discussion or interpretation of the contents of the book, the intention was to focus on the bibliometric and geohistorical analysis of readers.

摘要：在《被压迫者教育学》（Pedagogy of the Oppressed）出版五十周年之际，学界涌现出重塑其作为引用与阅读参考的接纳路径的诉求，并启动三项相关假说的验证工作：其一，分析封禁该书及其作者的尝试在多大程度上达成了预期效果（假说1）；其二，验证高频引用该书的研究者是否多来自所谓“殖民依附国家”（假说2）；其三，考察该书的读者群体是否在理论层面处于受压迫地位（假说3）。本文无意对该书的内容开展语境、认识论与本体论层面的探讨或阐释，仅聚焦于针对读者群体的文献计量与地理历史分析。