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The behavior of the oppressed is a prescribed behavior, following as it does the guidelines of the oppressor.

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
Oppressors
Oppressed
Following
Behavior
Doe
Prescribed
Oppressor
Guidelines

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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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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 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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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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Education as the exercise of domination stimulates the credulity of the students.
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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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No one can be authentically human while he prevents others from being so.
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Reading is not walking on the words it's grasping the soul of them.
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This capacity to go beyond the factors of conditioning is one of the obvious advantages of the human person.
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No reality transforms itself.
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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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In order for the oppressed to unite they must first cut the umbilical cord of magic and myth which binds them to the world of oppression the unity which links them to each other must be of a different nature.
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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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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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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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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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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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Reflection and action must never be undertaken independently.
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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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