Paulo Freire
Paulo Freire
Paulo Reglus Neves Freirewas a Brazilian educator and philosopher who was a leading advocate of critical pedagogy. He is best known for his influential work, Pedagogy of the Oppressed, considered one of the foundational texts of the critical pedagogy movement...
NationalityBrazilian
ProfessionPhilosopher
Date of Birth19 September 1921
CountryBrazil
justice weakness force
It is necessary that the weakness of the powerless is transformed into a force capable of announcing justice. For this to happen, a total denouncement of fatalism is necessary. We are transformative beings and not beings for accommodation.
language
language is never neutral
community leader favors
The oppressors do not favor promoting the community as a whole, but rather selected leaders.
world speak praxis
To speak a true word is to transform the world.
teaching reading learning
... teaching cannot be a process of transference of knowledge from the one teaching to the learner. This is the mechanical transference from which results machinelike memorization, which I have already criticized. Critical study correlates with teaching that is equally critical, which necessarily demands a critical way of comprehending and of realizing the reading of the word and that of the world, the reading of text and of context.
children real school
Finally, it is important to make it clear that imagination is not an exercise for those detached from reality, those who live in the air. On the contrary, when we imagine something, we do it necessarily conditioned by a lack in our concrete reality. When children imagine free and happy schools, it is because their real schools deny them freedom and happiness.
trust people leader
The trust of the people in the leaders reflects the confidence of the leaders in the people.
learning reflection understanding
Learning is a process where knowledge is presented to us, then shaped through understanding, discussion and reflection.
teacher art educational
This is the road I have tried to follow as a teacher: living my convictions; being open to the process of knowing and being sensitive to the experience of teaching as an art; being pushed forward by the challenges that prevent me from bureaucratizing my practice; accepting my limitations, yet always conscious of the necessary effort to overcome them and aware that I cannot hide them because to do so would be a failure to respect both my students and myself as a teacher.
exercise students domination
Education as the exercise of domination stimulates the credulity of the students.
justice intellectual social-justice
The intellectual activity of those without power is always characterized as non-intellectual.
children understanding world
The more we become able to become a child again, to keep ourselves childlike, the more we can understand that because we love the world and we are open to understanding, to comprehension, that when we kill the child in us, we are no longer.
self people democracy
The more people participate in the process of their own education, and the more people participate in defining what kind of production to produce, and for what and why, the more people participate in the development of their selves. The more people become themselves, the better the democracy.
people decision leader
Leaders who do not act dialogically, but insist on imposing their decisions, do not organize the people--they manipulate them. They do not liberate, nor are they liberated: they oppress.