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A revolutionary leadership must accordingly practice co-intentional education.

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
Accordingly
Revolutionary
Leadership
Education
Practice
Must
Intentional

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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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True generosity consists precisely in fighting to destroy the causes which nourish false charity.
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One cannot expect positive results from an educational or political action program which fails to respect the particular view of the world held by the people. Such a program constitutes cultural invasion, good intentions notwithstanding.
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The behavior of the oppressed is a prescribed behavior, following as it does the guidelines of the oppressor.
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Authentic thinking, thinking that is concerned about reality, does not take place in ivory tower isolation, but only in communication. If it is true that thought has meaning only when generated by action upon the world, the subordination of students to teachers becomes impossible.
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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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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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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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Faith in people is an a priori requirement for dialogue.
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In the banking concept of education, knowledge is a gift bestowed by those who consider themselves knowledgeable upon those whom they consider to know nothing... The teacher presents himself to his students as their necessary opposite by considering their ignorance absolute, he justifies his own existence.
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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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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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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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The former oppressors do not feel liberated. On the contrary, they genuinely consider themselves to be oppressed.
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Education as the exercise of domination stimulates the credulity of the students.
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How can the oppressed, as divided, unauthentic beings, participate in developing the pedagogy of their liberation?
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There is, in fact, no teaching without learning.
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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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Any attempt to treat people as semihumans only dehumanizes them.
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Education is suffering from narration sickness.
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