A pedagogical letter on time: my wandering with Paulo Freire's praxis in higher education
Bibliographic record
Abstract
This paper explores pedagogical and epistemological implications of time in higher education through the lens of Paulo Freire’s praxis. Drawing from autobiographical narrative and archival research, the author reflects on her transition from community-based popular education to the university setting, interrogating how Freire’s dialogical approach can challenge neoliberal and managerialist conceptions of curricular time. Central to the analysis is a previously unpublished exchange of letters between Freire and Jeannette Sabto, a doctoral student. This correspondence, framed by the author as ‘pedagogical letters’ reveals Freire’s openness to uncertainty, risk, and relational time in teaching, offering a counterpoint to rigid academic structures. The concept of timescapes is employed to theorize alternative temporalities in education that honor experience, dialogue, and collective meaning-making. By revisiting Freire’s lesser-known academic practices during his exile, the paper advocates for a more humane and transformative approach to time in higher education.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.007 | 0.057 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.030 | 0.020 |
| Scholarly communication | 0.014 | 0.013 |
| Open science | 0.003 | 0.009 |
| Research integrity | 0.030 | 0.076 |
| Insufficient payload (model declined to judge) | 0.008 | 0.003 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".