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It is only the oppressed who, by freeing themselves, can free their oppressors.

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
Freeing
Oppressors
Oppressed
Free

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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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How can I be an educator if I do not develop in myself a caring and loving attitude toward the student, which is indispensable on the part of one who is committed to teaching and to the education process itself.
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The hope of remaking the world is indispensable in the struggle of oppressed men and women.
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To speak a true word is to transform the world.
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It is not systematic education which somehow molds society, but, on the contrary, society which, according to its particular structure, shapes education in relation to the ends and interests of those who control the power in that society.
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Whereas banking education anesthetizes and inhibits creative power, problem-posing education involves a constant unveiling of reality. The former attempts to maintain the submersion of consciousness the latter strives for the emergence of consciousness and critical intervention in reality.
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Reading is not walking on the words it's grasping the soul of them.
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How can the oppressed, as divided, unauthentic beings, participate in developing the pedagogy of their liberation?
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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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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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Problem-posing education affirms men and women as beings in the process of becoming.
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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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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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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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For people, 'here' signifies not merely a physical space, but also an historical space.
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The oppressed find in the oppressors their model of 'manhood.'
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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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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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It would be a contradiction in terms if the oppressors not only defended but actually implemented a liberating education.
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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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