Paulo Freire
Paulo Freire
Paulo Reglus Neves Freirewas a Brazilian educator and philosopher who was a leading advocate of critical pedagogy. He is best known for his influential work, Pedagogy of the Oppressed, considered one of the foundational texts of the critical pedagogy movement...
NationalityBrazilian
ProfessionPhilosopher
Date of Birth19 September 1921
CountryBrazil
Paulo Freire quotes about
- invasion
- succeed
- essentials
- cognition
- information
- pedagogy-of-the-oppressed
- learn
- learning
- teach
- teaching
- corners
- objectivity
- subjectivity
- humans
- reflection
- understanding
- originality
- conformity
- multitudes
- guidelines
- adopted
- strive
- liberation
- components
- precisely
- acts-of-courage
- acts-of-love
- models
- oppressors
- oppressed
reflection names people
Human existence cannot be silent, nor can it be nourished by false words, but only by true words, with which people transform the world. To exist, humanly, is to name the world, to change it. Once named, the world in its turn reappears to the namers as a problem and requires of them a new naming. People are not built in silence, but in word, in work, in action-reflection.
world speak praxis
To speak a true word is to transform the world.
peace honesty powerful
Washing one's hands of the conflict between the powerful and the powerless means to side with the powerful, not to be neutral.
community leader favors
The oppressors do not favor promoting the community as a whole, but rather selected leaders.
destiny order historical
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
teaching reading learning
... teaching cannot be a process of transference of knowledge from the one teaching to the learner. This is the mechanical transference from which results machinelike memorization, which I have already criticized. Critical study correlates with teaching that is equally critical, which necessarily demands a critical way of comprehending and of realizing the reading of the word and that of the world, the reading of text and of context.
burning building treats
Attempting to liberate the oppressed without their reflective participation in the act of liberation is to treat them as objects that must be saved from a burning building.
teacher reflection reality
Teachers and students (leadership and people), co-intent on reality, are both Subjects, not only in the task of unveiling that reality, and thereby coming to know it critically, but in the task of re-creating that knowledge. As they attain this knowledge of reality through common reflection and action, they discover themselves as its permanent re-creators.
learning hopeful inquiry
Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other.
feels former oppressed
The former oppressors do not feel liberated. On the contrary, they genuinely consider themselves to be oppressed.
discipline doubt doe
Coherently democratic authority carries the conviction that true discipline does not exist in the muteness of those who have been silenced but in the stirrings of those who have been challenged, in the doubt of those who have been prodded, and in the hopes of those who have been awakened.
doe permit structure
If the structure does not permit dialogue the structure must be changed
reading soul grasping
Reading is not walking on the words; it's grasping the soul of them.
fighting trembling-hands generosity
True generosity consists precisely in fighting to destroy the causes which nourish false charity.