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What if we discover that our present way of life is irreconcilable with our vocation to become fully human?

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
Life
Discover
Fully
Destiny
Present
Become
Human
Humans
Irreconcilable
Way
Vocation

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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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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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One of the methods of manipulation is to inoculate individuals with the bourgeois appetite for personal success.
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Faith in people is an a priori requirement for dialogue.
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It doesnt hurt to repeat here the statement, still rejected by many people in spite of its obviousness, that education is a political act.
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Dialogue cannot exist without humility.
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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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Submission to suffering is a form of annihilation, but transformation of suffering rekindles a faith that gives life.
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The oppressors do not perceive their monopoly on having more as a privilege which dehumanizes others and themselves. They cannot see that, in the egoistic pursuit of having as a possessing class, they suffocate in their own possessions and no longer are they merely have.
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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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The teacher is no longer merely the-one-who-teaches, but one who is him/herself taught in dialogue with the students, who in turn while being taught also teach. They become jointly responsible for a process in which all grow.
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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 teacher is of course an artist, but being an artist does not mean that he or she can make the profile, can shape the students. What the educator does in teaching is to make it possible for the students to become themselves.
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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 oppressors do not favor promoting the community as a whole, but rather selected leaders.
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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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For cultural invasion to succeed, it is essential that those invaded become convinced of their intrinsic inferiority.
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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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