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
educational philosophy communication
Only through communication can human life hold meaning.
educational philosophy reality
No reality transforms itself.
educational philosophy love-is
Love is an act of courage.
practice revolutionary-leaders invasion
The behavior and reactions of the oppressed, which lead the oppressor to practice cultural invasion, should evoke from the revolutionary a different theory of action. What distinguishes revolutionary leaders from the dominant elite is not only their objectives, but their procedures.
trust people leader
The trust of the people in the leaders reflects the confidence of the leaders in the people.
struggle reflection feminist
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
attitude teaching caring
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.
teacher teaching people
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.
teaching people needs
I am dealing with people and not with things. And, because I am dealing with people, I cannot refuse my wholehearted and loving attention, even in personal matters, where I see that a student is in need of such attention.
educational philosophy school
It is impossible to talk of respect for students for the dignity that is in the process of coming to be, for the identities that are in the process of construction, without taking into consideration the conditions in which they are living and the importance of the knowledge derived from life experience, which they bring with them to school. I can in no way underestimate such knowledge. Or what is worse, ridicule it.
teacher educational philosophy
Sometimes a simple, almost insignificant gesture on the part of a teacher can have a profound formative effect on the life of a student.
dream spiritual reflection
It is truly difficult to make a democracy. Democracy, like arty dream, is not made with spiritual words but with reflection and practice. It is not what I say that says I am a democrat, that I am not racist or machista but what I do. What I say must not be contradicted by what I do. It is what I do that bespeaks my faithfulness or not to what I say.
teacher political society
... there are moments in which the teacher, as the authority talks to the learners, says what must be done, establishes limits without which the very freedom of learners is lost in lawlessness, but these moments, in accordance with the political options of the educator, are alternated with others in which the educator speaks with the learner.
teacher taught students
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.