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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.

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
Literature
Educational
Order
Atmosphere
School
Discover
Home
Satisfaction
Must
Soon
Think
Students
Prolonged
Thinking
Achieve
Precepts
Philosophy
Adapt

More quotes by Paulo Freire

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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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Reading is not walking on the words it's grasping the soul of them.
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One cannot expect positive results from an educational or political action program which fails to respect the particular view of the world held by the people. Such a program constitutes cultural invasion, good intentions notwithstanding.
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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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The unfinished character of human beings and the transformational character of reality necessitate that education be an ongoing activity.
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No reality transforms itself.
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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.
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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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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 oppressed want at any cost to resemble the oppressors. They call themselves ignorant and say the 'professor' is the one who has knowledge and to whom they should listen. Almost never do they realize that they, too, 'know things' they have learned in their relations with the world.
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Critical reflection on practice is a requirement of the relationship between theory and practice. Otherwise theory becomes simply blah, blah, blah, and practice, pure activism.
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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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To speak a true word is to transform the world.
Paulo Freire
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The intellectual activity of those without power is always characterized as non-intellectual.
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For people, 'here' signifies not merely a physical space, but also an historical space.
Paulo Freire
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Whereas banking education anesthetizes and inhibits creative power, problem-posing education involves a constant unveiling of reality. The former attempts to maintain the submersion of consciousness the latter strives for the emergence of consciousness and critical intervention in reality.
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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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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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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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The behavior of the oppressed is a prescribed behavior, following as it does the guidelines of the oppressor.
Paulo Freire