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It is absolutely essential that the oppressed participate in the revolutionary process with an increasingly critical awareness of their role as subjects of the transformation.

Paulo Freire

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Paulo Freire
Age: 75 †
Born: 1921
Born: October 19
Died: 1997
Died: May 2
Economist
Educator
Philosopher
Poet Lawyer
Teacher
Writer
Timochenko
Paulo Reglus Neves Freire
Subjects
Revolutionary
Roles
Transformation
Process
Essential
Essentials
Critical
Absolutely
Participate
Role
Increasingly
Awareness
Oppressed

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Indeed, the interests of the oppressors lie in 'changing the consciousness of the oppressed, not the situation which oppresses them.
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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.
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The former oppressors do not feel liberated. On the contrary, they genuinely consider themselves to be oppressed.
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The greatest humanistic and historical task of the oppressed: to liberate themselves.
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This pedagogy makes oppression and its causes objects of reflection by the oppressed, and from that reflection will come their necessary engagement in the struggle for their liberation. And in the struggle this pedagogy will be made and remade
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In order for the oppressed to unite they must first cut the umbilical cord of magic and myth which binds them to the world of oppression the unity which links them to each other must be of a different nature.
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There is, in fact, no teaching without learning.
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How can I be an educator if I do not develop in myself a caring and loving attitude toward the student, which is indispensable on the part of one who is committed to teaching and to the education process itself.
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A revolutionary leadership must accordingly practice co-intentional education.
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Education must begin with the solution of the teacher-student contradiction, by reconciling the poles of the contradiction so that both are simultaneously teachers and students.
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Only through communication can human life hold meaning.
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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.
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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.'
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A fact which is not denied but whose truths are rationalized loses its objective base. It ceases to be concrete and becomes a myth created in defense of the class of the perceiver.
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The intellectual activity of those without power is always characterized as non-intellectual.
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It would be extremely naive to expect the dominant classes to develop a type of education that would enable subordinate classes to perceive social injustices critically.
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How can the oppressed, as divided, unauthentic beings, participate in developing the pedagogy of their liberation?
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For cultural invasion to succeed, it is essential that those invaded become convinced of their intrinsic inferiority.
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This capacity to go beyond the factors of conditioning is one of the obvious advantages of the human person.
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The oppressors do not favor promoting the community as a whole, but rather selected leaders.
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