Paulo Freire Quotes - Page 3

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The world is split between those who do not sleep because they are hungry and those who do not sleep because they are afraid of those who are hungry.

Paulo Freire

Sleep, World, Splits

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No reality transforms itself.

Paulo Freire

Educational, Philosophy, Reality

Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.38, Bloomsbury Publishing USA

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Reading the word and learning how to write the word so one can later read it are preceded by learning how to write the world, that is having the experience of changing the world and touching the world.

Paulo Freire

Reading, Writing, Touching

Paulo Freire, Donaldo Macedo (2005). “Literacy: Reading the Word and the World”, p.12, Routledge

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[T]he more radical the person is, the more fully he or she enters into reality so that, knowing it better, he or she can transform it. This individual is not afraid to confront, to listen, to see the world unveiled. This person is not afraid to meet the people or to enter into a dialogue with them. This person does not consider himself or herself the proprietor of history or of all people, or the liberator of the oppressed; but he or she does commit himself or herself, within history, to fight at their side.

Paulo Freire

Fighting, Reality, Knowing

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Without a minimum of hope, we cannot so much as start the struggle.

Paulo Freire

Struggle, Minimum

Paulo Freire (2014). “Pedagogy of Hope: Reliving Pedagogy of the Oppressed”, p.3, A&C Black

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This is the road I have tried to follow as a teacher: living my convictions; being open to the process of knowing and being sensitive to the experience of teaching as an art; being pushed forward by the challenges that prevent me from bureaucratizing my practice; accepting my limitations, yet always conscious of the necessary effort to overcome them and aware that I cannot hide them because to do so would be a failure to respect both my students and myself as a teacher.

Paulo Freire

Teacher, Art, Educational

Paulo Freire (2000). “Pedagogy of Freedom: Ethics, Democracy, and Civic Courage”, p.69, Rowman & Littlefield Publishers

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Dialogue cannot exist, however, in the absence of a profound love for the world and its people.

Paulo Freire

People, Profound, World

Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.64, Bloomsbury Publishing USA

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Every relationship of domination, of exploitation, of oppression is by definition violent, whether or not the violence is expressed by drastic means. In such a relationship, dominator and dominated alike are reduced to things- the former dehumanized by an excess of power, the latter by a lack of it. And things cannot love.

Paulo Freire

Mean, Violence, Excess

Paulo Freire (2013). “Education for Critical Consciousness”, p.17, Bloomsbury Publishing

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The earliest language was body language and, since this language is the language of questions, if we limit the questions, and if we only pay attention to or place values on spoken or written language, then we are ruling out a large area of human language.

Paulo Freire

Attention, Body, Pay

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The more we become able to become a child again, to keep ourselves childlike, the more we can understand that because we love the world and we are open to understanding, to comprehension, that when we kill the child in us, we are no longer.

Paulo Freire

Children, Understanding, World

Myles Horton, Paulo Freire, Brenda Bell, John Gaventa (1990). “We Make the Road by Walking: Conversations on Education and Social Change”, p.64, Temple University Press

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The oppressed, instead of striving for liberation, tend themselves to become oppressors.

Paulo Freire

Strive, Liberation, Pedagogy Of The Oppressed

Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.32, Bloomsbury Publishing USA

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To teach is part of the very fabric of learning.

Paulo Freire

Teacher, Fabric, Torture

Paulo Freire (2000). “Pedagogy of Freedom: Ethics, Democracy, and Civic Courage”, p.31, Rowman & Littlefield Publishers

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In order for the oppressed to be able to wage the struggle for their liberation, they must perceive the reality of oppression not as a closed world from which there is no exit , but as a limiting situation which they can transform.

Paulo Freire

Struggle, Reality, Order

Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.35, Bloomsbury Publishing USA

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Looking at the past must only be a means of understanding more clearly what and who they are so that they can more wisely build the future.

Paulo Freire

Mean, Past, Understanding

Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.60, Bloomsbury Publishing USA

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The unfinished character of human beings and the transformational character of reality necessitate that education be an ongoing activity.

Paulo Freire

Character, Reality, Ongoing

Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.60, Bloomsbury Publishing USA

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In order to have the continued opportunity to express their "generosity" the oppressors must perpetuate injustice as well.

Paulo Freire

Opportunity, Order, Generosity

Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.44, Bloomsbury Publishing USA

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Being tolerant does not mean acquiescing to the intolerable; it does not mean covering up disrespect; it does not mean coddling the aggressor or disguising aggression. Tolerance is the virtue that teaches us to live with the different. It teaches us to learn from and respect the different.

Paulo Freire

Mean, Tolerance, Disrespect

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The oppressors develop a series of methods precluding any presentation of the world as a problem and showing it rather as a fixed entity, as something given--something to which people, as mere spectators, must adapt.

Paulo Freire

People, World, Problem

Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.139, Bloomsbury Publishing USA

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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.

Paulo Freire

Reality, Creative, Unveiling

Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.58, Bloomsbury Publishing USA

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To glorify democracy and to silence the people is a farce; to discourse on humanism and to negate people is a lie.

Paulo Freire

Lying, People, Silence

Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.91, Bloomsbury Publishing USA

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If I am a pure product of genetic, cultural, or class determination, I have no responsibility for my action in the world and, therefore, it is not possible for me to speak of ethics. Of course, this assumption of responsibility does not mean that we are not conditioned genetically, culturally, and socially. It means that we know ourselves to be conditioned but not determined.

Paulo Freire

Determination, Mean, Responsibility

Paulo Freire (2000). “Pedagogy of Freedom: Ethics, Democracy, and Civic Courage”, p.26, Rowman & Littlefield Publishers

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In order for the oppressed to unite they must first cut the umbilical cord of magic and myth which binds them to the world of oppression; the unity which links them to each other must be of a different nature.

Paulo Freire

Cutting, Order, Magic

Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.124, Bloomsbury Publishing USA

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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.

Paulo Freire

Mold, Shapes, Systematic

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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.

Paulo Freire

Teacher, Students, Term

Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.80, Bloomsbury Publishing USA

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Teacher preparation should go beyond the technical preparation of teachers and be rooted in the ethical formation both of selves and of history.

Paulo Freire

Teacher, Self, Preparation

Paulo Freire (2000). “Pedagogy of Freedom: Ethics, Democracy, and Civic Courage”, p.23, Rowman & Littlefield Publishers

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Born: September 19, 1921
Died: May 2, 1997
Occupation: Educator
Cite this Page: Citation

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