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
carried conditions content critical dialogue historical level liberating oppressed perceive stage struggle vary whatever
Critical and liberating dialogue, which presupposes action, must be carried on with the oppressed at whatever the stage of their struggle for liberation. The content of that dialogue can and should vary in accordance with historical conditions and the level at which the oppressed perceive reality.
attraction becomes certain experience life oppressed oppressor point toward
At a certain point in their existential experience, the oppressed feel an irresistible attraction toward the oppressor and his way of life. Sharing this way of life becomes an overpowering aspiration.
guidelines pedagogy-of-the-oppressed adopted
The oppressed, having internalized the image of the oppressor and adopted his guidelines, are fearful of freedom.
men banking pedagogy-of-the-oppressed
It is not suprising that the banking concept of education regards men as adaptable, manageable beings.
suffering sickness pedagogy-of-the-oppressed
Education is suffering from narration sickness.
people treats pedagogy-of-the-oppressed
Any attempt to treat people as semihumans only dehumanizes them...
models oppressors oppressed
The oppressed find in the oppressors their model of 'manhood.'
feels former oppressed
The former oppressors do not feel liberated. On the contrary, they genuinely consider themselves to be oppressed.
strive liberation pedagogy-of-the-oppressed
The oppressed, instead of striving for liberation, tend themselves to become oppressors.
oppressed oppressors
It is only the oppressed who, by freeing themselves, can free their oppressors.
cognition information pedagogy-of-the-oppressed
Liberating education consists in acts of cognition, not transferrals of information
learn learning teach teaching
Those who teach learn by teaching and those who learn teach by learning
components precisely
Manipulation, sloganizing, depositing, regimentation, and prescription cannot be components of revolutionary praxis, precisely because they are the components of the praxis of domination.
begin both education poles teachers
Education must begin with the solution of the student-teacher contradiction, by reconciling the poles of the contradiction so that both are simultaneously teachers and students.