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
children self discipline
As one might expect, authoritarianism will at times cause children and students to adopt rebellious positions, defiant of any limit, discipline, or authority. But it will also lead to apathy, excessive obedience, uncritical conformity, lack of resistance against authoritarian discourse, self-abnegation, and fear of freedom.
becoming imagine victim
It's really not possible for someone to imagine himself/herself as a subject in the process of becoming without having at the same time a disposition for change. And change of which she/he is not merely the victim but the subject.
greatness judging dignity
[Humans'] capacity to intervene, to compare, to judge, to decide, to choose, to desist makes them capable of acts of greatness, of dignity, and, at the same time, of the unthinkable in terms of indignity.
struggle minimum
Without a minimum of hope, we cannot so much as start the struggle.
sleep world splits
The world is split between those who do not sleep because they are hungry and those who do not sleep because they are afraid of those who are hungry.
teacher educational philosophy
Sometimes a simple, almost insignificant gesture on the part of a teacher can have a profound formative effect on the life of a student.
educational philosophy teaching
The role of the educator is one of tranquil possession of certitude in regard to the teaching of not only contents but also of 'correct thinking.'
educational philosophy literature
One of my major preoccupations is the approximation between what I say and what I do, between what I seem to be and what I am actually becoming.
teacher educational philosophy
Teachers who do not take their own education seriously, who do not study, who make little effort to keep abreast of events have no moral authority to coordinate the activities of the classroom.
class privilege pursuit
The oppressors do not perceive their monopoly on having more as a privilege which dehumanizes others and themselves. They cannot see that, in the egoistic pursuit of having as a possessing class, they suffocate in their own possessions and no longer are; they merely have.
discipline tolerance society
No one can learn tolerance in a climate of irresponsibility, which does not produce democracy. The act of tolerating requires a climate in which limits may be established, in which there are principles to be respected. That is why tolerance is not coexistence with the intolerable. Under an authoritarian regime, in which authority is abused, or a permissive one, in which freedom is not limited, one can hardly learn tolerance. Tolerance requires respect, discipline, and ethics.
independent reflection reality
Education as the practice of freedom--as opposed to education as the practice of domination--denies that man is abstract, isolated, independent and unattached to the world; it also denies that the world exists as reality apart from people. Authentic reflection considers neither abstract man nor the world without people, but people in their relations with the world. In these relations consciousness and world are simultaneous: consciousness neither precedes the world nor follows it.
welfare-programs manipulation causes
Welfare programs as instruments of manipulation ultimately serve the end of conquest. They act as an anesthetic, distracting the oppressed from the true causes of their problems and from the concrete solutions of these problems.
world banking assumption
Implicit in the banking concept is the assumption of a dichotomy between human beings and the world: a person is merely in the world, not with the world or with others; the individual is spectator, not re-creator.