Pedagogy in Process Applied to Evaluation: Learning from Paulo Freire's Work in Guinea‐Bissau

Abstract This chapter presents and discusses a practical case where Paulo Freire and a group of his close Brazilian colleagues applied, created, adapted or re‐created some of his main philosophical ideas on pedagogy to educational reform in Guinea‐Bissau, West Africa, shortly after that country's independence from Portugal. Their challenge was to help the country face a huge level of illiteracy among the Guineans. After describing what was developed, the authors assess the extent to which the 10 principles introduced in Chapter 3 of this volume are manifest in the Guinea‐Bissau experience. They find that 8 of the 10 principles were clearly operational and add two additional Freirean principles that characterized the work in Guinea‐Bissau. The implications for evaluation pedagogy are discussed and illustrated.