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How can the oppressed, as divided, unauthentic beings, participate in developing the pedagogy of their liberation?
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
Beings
Dehumanization
Pedagogy
Participate
Oppressed
Liberation
Divided
Developing
More quotes by Paulo Freire
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.
Paulo Freire
Implicit in the banking concept is the assumption of a dichotomy between human beings and the world: a person is merely in the world, not with the world or with others the individual is spectator, not re-creator.
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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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For cultural invasion to succeed, it is essential that those invaded become convinced of their intrinsic inferiority.
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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.
Paulo Freire
Learning is a process where knowledge is presented to us, then shaped through understanding, discussion and reflection.
Paulo Freire
To study is not to consume ideas, but to create and re-create them.
Paulo Freire
Dialogue cannot exist without humility.
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Education is suffering from narration sickness.
Paulo Freire
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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It is in our incompleteness, of which we are aware, that education as a permanent process is grounded. Women and men are capable of being educated only to the extent that they are capable of recognizing themselves as unfinished.
Paulo Freire
Liberation is a praxis: the action and reflection of men and women upon their world in order to transform it.
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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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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.
Paulo Freire
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
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
Paulo Freire
The unfinished character of human beings and the transformational character of reality necessitate that education be an ongoing activity.
Paulo Freire
The greatest humanistic and historical task of the oppressed: to liberate themselves.
Paulo Freire
Although the teachers or the students are not the same, the person in charge of education is being formed or re-formed as he/she teaches, and the person who is being taught forms him/herself in the process. ...There is, in fact, no teaching without learning.
Paulo Freire
Only through communication can human life hold meaning.
Paulo Freire
