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
practice revolutionary-leaders invasion
The behavior and reactions of the oppressed, which lead the oppressor to practice cultural invasion, should evoke from the revolutionary a different theory of action. What distinguishes revolutionary leaders from the dominant elite is not only their objectives, but their procedures.
practice revolutionary
A revolutionary leadership must accordingly practice co-intentional education.
thinking self revolutionary-leaders
To simply think about the people, as the dominators do, without any self-giving in that thought, to fail to think with the people, is a sure way to cease being revolutionary leaders.
order shadow revolution
Even revolution, which transforms a concrete situation of oppression by establishing the process of liberation, must confront this phenomenon. Many of the oppressed who directly or indirectly participate in revolution intend - conditioned by the myths of the old order - to make it their private revolution. The shadow of their former oppressor is still cast over them.
people revolution mistrust
The road to revolution involves openness to the people, not imperviousness to them; it involves communion with the people, not mistrust.
revolution social entity
Revolution is born as a social entity within the oppressor society.
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.
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.
men practice people
In sum: banking theory and practice, as immobilizing and fixating forces, fail to acknowledge men and women as historical beings; problem-posing theory and practice take the people's historicity as their starting point.
beautiful teacher teaching
When we live our lives with the authenticity demanded by the practice of teaching that is also learning and learning that is also teaching, we are participating in a total experience.... In this experience the beautiful, the decent, and the serious form a circle with hands joined.
struggle organization people
Organization is not only directly linked to unity, but a natural development of that unity. Accordingly, the leaders' pursuit of that unity is also an attempt to organize the people, requiring witness to the fact that the struggle for liberation is a common task." "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.