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Liberation is a praxis: the action and reflection of men and women upon their world in order to transform it.

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
Upon
Action
Order
Women
Praxis
Men
Pedagogy
World
Transform
Liberation
Reflection

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The greatest humanistic and historical task of the oppressed: to liberate themselves.
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The hope of remaking the world is indispensable in the struggle of oppressed men and women.
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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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Being tolerant does not mean acquiescing to the intolerable it does not mean covering up disrespect it does not mean coddling the aggressor or disguising aggression. Tolerance is the virtue that teaches us to live with the different. It teaches us to learn from and respect the different.
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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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One of the methods of manipulation is to inoculate individuals with the bourgeois appetite for personal success.
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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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For people, 'here' signifies not merely a physical space, but also an historical space.
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To study is not to consume ideas, but to create and re-create them.
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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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Indeed, the interests of the oppressors lie in 'changing the consciousness of the oppressed, not the situation which oppresses them.
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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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No one can be authentically human while he prevents others from being so.
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It would be a contradiction in terms if the oppressors not only defended but actually implemented a liberating education.
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Problem-posing education affirms men and women as beings in the process of becoming.
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Education is an act of love, and thus an act of courage
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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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This pedagogy makes oppression and its causes objects of reflection by the oppressed, and from that reflection will come their necessary engagement in the struggle for their liberation. And in the struggle this pedagogy will be made and remade
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The oppressed find in the oppressors their model of 'manhood.'
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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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