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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

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
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Concrete
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Oppression
Dehumanizes
Fact
Historical
Dehumanization
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Oppressed

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Dialogue cannot exist without humility.
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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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The revolutionary's role is to liberate, and to be liberated, with the people--not to win them over.
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No one can be authentically human while he prevents others from being so.
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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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At times, I have been criticized by some philosophers of education, who place me in postures that they classify pejoratively as 'revolutionary.' But I have had the satisfaction of being invited to work in societies making progressive efforts without wavering. They were changing, and so they called on me.
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Reflection and action must never be undertaken independently.
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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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A revolutionary leadership must accordingly practice co-intentional education.
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Freedom is acquired by conquest, not by gift. It must be pursued constantly and responsibly. Freedom is not an ideal located outside of man nor is it an idea which becomes myth. It is rather the indispensable condition for the quest for human completion.
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For people, 'here' signifies not merely a physical space, but also an historical space.
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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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Learning is a process where knowledge is presented to us, then shaped through understanding, discussion and reflection.
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It is not systematic education which somehow molds society, but, on the contrary, society which, according to its particular structure, shapes education in relation to the ends and interests of those who control the power in that society.
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To speak a true word is to transform the world.
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The educator has the duty of not being neutral.
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Submission to suffering is a form of annihilation, but transformation of suffering rekindles a faith that gives life.
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In order for the oppressed to be able to wage the struggle for their liberation, they must perceive the reality of oppression not as a closed world from which there is no exit , but as a limiting situation which they can transform.
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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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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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