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It would be a contradiction in terms if the oppressors not only defended but actually implemented a liberating education.

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
Would
Defended
Oppressors
Liberating
Contradiction
Terms
Education
Term
Actually
Implemented

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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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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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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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Education is freedom. Education will teach you how to do it yourself as opposed to asking someone else to do it for you. And around it our own town... Freemanville!
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I cannot be a teacher without exposing who I am.
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Dialogue cannot exist without humility.
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... there are moments in which the teacher, as the authority talks to the learners, says what must be done, establishes limits without which the very freedom of learners is lost in lawlessness, but these moments, in accordance with the political options of the educator, are alternated with others in which the educator speaks with the learner.
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To speak a true word is to transform the world.
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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 behavior of the oppressed is a prescribed behavior, following as it does the guidelines of the oppressor.
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The intellectual activity of those without power is always characterized as non-intellectual.
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Education as the exercise of domination stimulates the credulity of the students.
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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 more people participate in the process of their own education, and the more people participate in defining what kind of production to produce, and for what and why, the more people participate in the development of their selves. The more people become themselves, the better the democracy.
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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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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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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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The unfinished character of human beings and the transformational character of reality necessitate that education be an ongoing activity.
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Any attempt to treat people as semihumans only dehumanizes them.
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The hope of remaking the world is indispensable in the struggle of oppressed men and women.
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