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The oppressors do not favor promoting the community as a whole, but rather selected leaders.

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
Leaders
Leader
Pedagogy
Community
Oppressors
Rather
Selected
Whole
Promoting
Favor
Oppression
Favors

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I am dealing with people and not with things. And, because I am dealing with people, I cannot refuse my wholehearted and loving attention, even in personal matters, where I see that a student is in need of such attention.
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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.
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In the banking concept of education, knowledge is a gift bestowed by those who consider themselves knowledgeable upon those whom they consider to know nothing... The teacher presents himself to his students as their necessary opposite by considering their ignorance absolute, he justifies his own existence.
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What if we discover that our present way of life is irreconcilable with our vocation to become fully human?
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Faith in people is an a priori requirement for dialogue.
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Any situation in which some men prevent others from engaging in the process of inquiry is one of violence… to alienate humans from their own decision making is to change them into objects.
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To speak a true word is to transform the world.
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The trust of the people in the leaders reflects the confidence of the leaders in the people.
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Reflection and action must never be undertaken independently.
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There is no true word that is not at the same time a praxis. Thus, to speak a true word is to transform the world.
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The oppressors develop a series of methods precluding any presentation of the world as a problem and showing it rather as a fixed entity, as something given--something to which people, as mere spectators, must adapt.
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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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For cultural invasion to succeed, it is essential that those invaded become convinced of their intrinsic inferiority.
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The greatest humanistic and historical task of the oppressed: to liberate themselves.
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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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Through dialogue, the teacher-of-the-students and the students-of-the-teacher cease to exist and a new term emerges: teacher-student with students-teachers.
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Education as the exercise of domination stimulates the credulity of the students.
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To study is not to consume ideas, but to create and re-create them.
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How can the oppressed, as divided, unauthentic beings, participate in developing the pedagogy of their liberation?
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Dehumanization, although a concrete historical fact, is not a given destiny but the result of an unjust order that engenders violence in the oppressors, which in turn dehumanizes the oppressed
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