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The educator has the duty of not being neutral.

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
Neutral
Duty
Teacher
Educator

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One of the methods of manipulation is to inoculate individuals with the bourgeois appetite for personal success.
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The atmosphere of the home is prolonged in the school, where the students soon discover thatin order to achieve some satisfaction they must adapt to the precepts which have ben set from above. One of these precepts is not to think.
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Reading is not walking on the words it's grasping the soul of them.
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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.
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No pedagogy which is truly liberating can remain distant from the oppressed by treating them as unfortunates and by presenting for their emulation models from among the oppressors. The oppressed must be their own example in the struggle for their redemption (Freire, 1970, p. 54).
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Only through communication can human life hold meaning.
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Liberation is a praxis: the action and reflection of men and women upon their world in order to transform it.
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The intellectual activity of those without power is always characterized as non-intellectual.
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To study is not to consume ideas, but to create and re-create them.
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The oppressed find in the oppressors their model of 'manhood.'
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Authentic thinking, thinking that is concerned about reality, does not take place in ivory tower isolation, but only in communication. If it is true that thought has meaning only when generated by action upon the world, the subordination of students to teachers becomes impossible.
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The oppressors do not favor promoting the community as a whole, but rather selected leaders.
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Any attempt to treat people as semihumans only dehumanizes them.
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Within the word we find two dimensions-reflection and action. If one is sacrificed even in part, the other immediately suffers. To speak a true word is to transform the world.
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The revolutionary's role is to liberate, and to be liberated, with the people--not to win them over.
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Being tolerant does not mean acquiescing to the intolerable it does not mean covering up disrespect it does not mean coddling the aggressor or disguising aggression. Tolerance is the virtue that teaches us to live with the different. It teaches us to learn from and respect the different.
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This book will present some aspects of what the writer has termed the pedagogy of the oppressed, a pedagogy which must be forged with, not for, the oppressed (whether individuals or peoples) in the incessant struggle to regain their humanity.
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It is not suprising that the banking concept of education regards men as adaptable, manageable beings.
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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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For cultural invasion to succeed, it is essential that those invaded become convinced of their intrinsic inferiority.
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