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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
Pedagogy
Participate
Oppressed
Liberation
Divided
Developing
Beings
Dehumanization

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It is only the oppressed who, by freeing themselves, can free their oppressors.
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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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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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For people, 'here' signifies not merely a physical space, but also an historical space.
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Whether the teacher is authoritarian, undisciplined, competent, incompetent, serious, irresponsible, involved, a lover of people and of life, cold, angry with the world, bureaucratic, excessively rational, or whatever else, he/she will not pass through the classroom without leaving his or her mark on 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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Education as the exercise of domination stimulates the credulity of the students.
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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.
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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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The trust of the people in the leaders reflects the confidence of the leaders in the people.
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Dialogue cannot exist without humility.
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Only through communication can human life hold meaning.
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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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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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At times, I have been criticized by some philosophers of education, who place me in postures that they classify pejoratively as 'revolutionary.' But I have had the satisfaction of being invited to work in societies making progressive efforts without wavering. They were changing, and so they called on me.
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The behavior and reactions of the oppressed, which lead the oppressor to practice cultural invasion, should evoke from the revolutionary a different theory of action. What distinguishes revolutionary leaders from the dominant elite is not only their objectives, but their procedures.
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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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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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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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