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For cultural invasion to succeed, it is essential that those invaded become convinced of their intrinsic inferiority.

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
Cultural
Essential
Essentials
Convinced
Succeed
Invaded
Become
Intrinsic
Inferiority
Invasion

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How can the oppressed, as divided, unauthentic beings, participate in developing the pedagogy of their liberation?
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No one can be authentically human while he prevents others from being so.
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Dialogue cannot exist without humility.
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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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It is not possible to remake this country, to democratize it, humanize it, make it serious, as long as we have teenagers killing people for play and offending life, destroying the dream, and making love unviable. If education alone cannot transform society, without it society cannot change either.
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I cannot be a teacher without exposing who I am.
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It's really not possible for someone to imagine himself/herself as a subject in the process of becoming without having at the same time a disposition for change. And change of which she/he is not merely the victim but the subject.
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A revolutionary leadership must accordingly practice co-intentional education.
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The intellectual activity of those without power is always characterized as non-intellectual.
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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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Education is an act of love, and thus an act of courage
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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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Reading is not walking on the words it's grasping the soul of them.
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It would be extremely naive to expect the dominant classes to develop a type of education that would enable subordinate classes to perceive social injustices critically.
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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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Liberation is a praxis: the action and reflection of men and women upon their world in order to transform it.
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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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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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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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It doesnt hurt to repeat here the statement, still rejected by many people in spite of its obviousness, that education is a political act.
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