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It is in our incompleteness, of which we are aware, that education as a permanent process is grounded. Women and men are capable of being educated only to the extent that they are capable of recognizing themselves as unfinished.

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
Women
Recognizing
Men
Extent
Permanent
Educated
Aware
Capable
Incompleteness
Education
Unfinished
Process
Grounded

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The intellectual activity of those without power is always characterized as non-intellectual.
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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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I have never said, as is sometimes believed, or even suggested that lower-class children should not learn the so-called educated norm of the Portuguese language of Brazil. What I have said is that the problems of language always involve ideological questions and, along with them, questions of power.
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It is necessary that the weakness of the powerless is transformed into a force capable of announcing justice. For this to happen, a total denouncement of fatalism is necessary. We are transformative beings and not beings for accommodation.
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Reflection and action must never be undertaken independently.
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Implicit in the banking concept is the assumption of a dichotomy between human beings and the world: a person is merely in the world, not with the world or with others the individual is spectator, not re-creator.
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Education is an act of love, and thus an act of courage
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The role of the educator is one of tranquil possession of certitude in regard to the teaching of not only contents but also of 'correct thinking.'
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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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For cultural invasion to succeed, it is essential that those invaded become convinced of their intrinsic inferiority.
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The teacher is no longer merely the-one-who-teaches, but one who is him/herself taught in dialogue with the students, who in turn while being taught also teach. They become jointly responsible for a process in which all grow.
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A revolutionary leadership must accordingly practice co-intentional education.
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To study is not to consume ideas, but to create and re-create them.
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Problem-posing education affirms men and women as beings in the process of becoming.
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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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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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The revolutionary's role is to liberate, and to be liberated, with the people--not to win them over.
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No reality transforms itself.
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The oppressed find in the oppressors their model of 'manhood.'
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