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The former oppressors do not feel liberated. On the contrary, they genuinely consider themselves to be oppressed.

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
Oppressed
Former
Contrary
Consider
Feel
Feels
Oppressors
Liberated
Genuinely

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As one might expect, authoritarianism will at times cause children and students to adopt rebellious positions, defiant of any limit, discipline, or authority. But it will also lead to apathy, excessive obedience, uncritical conformity, lack of resistance against authoritarian discourse, self-abnegation, and fear of freedom.
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The teacher is of course an artist, but being an artist does not mean that he or she can make the profile, can shape the students. What the educator does in teaching is to make it possible for the students to become themselves.
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To study is not to consume ideas, but to create and re-create them.
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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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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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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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The greatest humanistic and historical task of the oppressed: to liberate themselves.
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some may think that to affirm dialogue—the encounter of women and men in the world in order to transform the world—is naively and subjectively idealistic. there is nothing, however, more real or concrete than people in the world and with the world, than humans with other humans.
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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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Submission to suffering is a form of annihilation, but transformation of suffering rekindles a faith that gives life.
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Faith in people is an a priori requirement for dialogue.
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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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No one can be authentically human while he prevents others from being so.
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Any situation in which some men prevent others from engaging in the process of inquiry is one of violence… to alienate humans from their own decision making is to change them into objects.
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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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Education as the exercise of domination stimulates the credulity of the students.
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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.
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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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