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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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The former oppressors do not feel liberated. On the contrary, they genuinely consider themselves to be oppressed.
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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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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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The revolutionary's role is to liberate, and to be liberated, with the people--not to win them over.
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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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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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Reflection and action must never be undertaken independently.
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Education as the exercise of domination stimulates the credulity of the students.
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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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The unfinished character of human beings and the transformational character of reality necessitate that education be an ongoing activity.
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Through dialogue, the teacher-of-the-students and the students-of-the-teacher cease to exist and a new term emerges: teacher-student with students-teachers.
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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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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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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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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 hope of remaking the world is indispensable in the struggle of oppressed men and women.
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It is absolutely essential that the oppressed participate in the revolutionary process with an increasingly critical awareness of their role as subjects of the transformation.
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Any attempt to treat people as semihumans only dehumanizes them.
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