Paulo Freire Quotes - Page 6

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The greatest humanistic and historical task of the oppressed: to liberate themselves.

Paulo Freire

Freedom, Historical, Tasks

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

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Organization is not only directly linked to unity, but a natural development of that unity. Accordingly, the leaders' pursuit of that unity is also an attempt to organize the people, requiring witness to the fact that the struggle for liberation is a common task." "Leaders who do not act dialogically, but insist on imposing their decisions, do not organize the people--they manipulate them. They do not liberate, nor are they liberated: they oppress.

Paulo Freire

Struggle, Organization, People

"Pedagogy of the Oppressed". Book by Paulo Freire, Chapter 4, Organization, 1968.

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How can the oppressed, as divided, unauthentic beings, participate in developing the pedagogy of their liberation? Only as they discover themselves to be 'hosts' of the oppressor can they contribute to the midwifery of their liberating pedagogy. As long as they live in the duality in which to be is to be like and to be like is to be like the oppressor, this contribution is impossible. The pedagogy of the oppressed is an instrument for their critical discovery that both they and their oppressors are manifestations of dehumanization.

Paulo Freire

Discovery, Long, Impossible

Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.48, Bloomsbury Publishing USA

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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.

Paulo Freire

Teacher, Reflection, Reality

Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.49, Bloomsbury Publishing USA

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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.

Paulo Freire

Essentials, Roles, Transformation

Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.127, Bloomsbury Publishing USA

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Although the teachers or the students are not the same, the person in charge of education is being formed or re-formed as he/she teaches, and the person who is being taught forms him/herself in the process. ...There is, in fact, no teaching without learning.

Paulo Freire

Teacher, Teaching, Taught

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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.

Paulo Freire

Children, Class, Society

Paulo Freire (2005). “Teachers as Cultural Workers: Letters to Those who Dare Teach”

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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.

Paulo Freire

Struggle, Book, Humanity

Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.34, Bloomsbury Publishing USA

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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.

Paulo Freire

Attitude, Teaching, Caring

Paulo Freire (2000). “Pedagogy of Freedom: Ethics, Democracy, and Civic Courage”, p.65, Rowman & Littlefield Publishers

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How can the oppressed, as divided, unauthentic beings, participate in developing the pedagogy of their liberation?

Paulo Freire

Dehumanization, Liberation, Pedagogy Of The Oppressed

Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.48, Bloomsbury Publishing USA

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Just as it is important in Latin America to discuss ideas that come from North America, I think it is interesting for North Americans to discuss ideas that come from Latin America or Africa and do not insert themselves into capitalist interests.

Paulo Freire

Latin, Thinking, Ideas

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Certain members of the oppressor class join the oppressed in their struggle for liberation.

Paulo Freire

Struggle, Class, Members

Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.42, Bloomsbury Publishing USA

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In order for this struggle to have meaning, the oppressed must not, in seeking to regain their humanity (which is a way to create it), become in turn oppressors of the oppressors, but rather restorers of the humanity of both

Paulo Freire

Struggle, Order, Humanity

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

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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.

Paulo Freire

Teaching, People, Needs

Paulo Freire (2000). “Pedagogy of Freedom: Ethics, Democracy, and Civic Courage”, p.128, Rowman & Littlefield Publishers

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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.

Paulo Freire

Teacher, Teaching, People

Paulo Freire (2000). “Pedagogy of Freedom: Ethics, Democracy, and Civic Courage”, p.64, Rowman & Littlefield Publishers

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The revolutionary's role is to liberate, and to be liberated, with the people--not to win them over.

Paulo Freire

Winning, People, Roles

Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.67, Bloomsbury Publishing USA

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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.

Paulo Freire

Banking, World, Assumption

Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.54, Bloomsbury Publishing USA

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In sum: banking theory and practice, as immobilizing and fixating forces, fail to acknowledge men and women as historical beings; problem-posing theory and practice take the people's historicity as their starting point.

Paulo Freire

Men, Practice, People

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

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One cannot expect positive results from an educational or political action program which fails to respect the particular view of the world held by the people. Such a program constitutes cultural invasion, good intentions notwithstanding.

Paulo Freire

Educational, Views, People

Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.68, Bloomsbury Publishing USA

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The former oppressors do not feel liberated. On the contrary, they genuinely consider themselves to be oppressed.

Paulo Freire

Former, Feels, Contrary

Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.40, Bloomsbury Publishing USA

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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

Paulo Freire

Struggle, Reflection, Feminist

Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.34, Bloomsbury Publishing USA

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A reader does not suddenly comprehend what is being read or studied, in a snap, miraculously. Comprehension needs to be worked forged, by those who read and study; as subjects of the action, they must seek to employ appropriate instruments in order to carry out the task. For this very reason, reading and studying form a challenging task, one requiring patience and perseverance.

Paulo Freire

Perseverance, Reading, Learning

Paulo Freire (2005). “Teachers as Cultural Workers: Letters to Those who Dare Teach”

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No pedagogy which is truly liberating can remain distant from the oppressed by treating them as unfortunates and by presenting for their emulation models from among the oppressors. The oppressed must be their own example in the struggle for their redemption (Freire, 1970, p. 54).

Paulo Freire

Struggle, Example, Redemption

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No one can learn tolerance in a climate of irresponsibility, which does not produce democracy. The act of tolerating requires a climate in which limits may be established, in which there are principles to be respected. That is why tolerance is not coexistence with the intolerable. Under an authoritarian regime, in which authority is abused, or a permissive one, in which freedom is not limited, one can hardly learn tolerance. Tolerance requires respect, discipline, and ethics.

Paulo Freire

Discipline, Tolerance, Democracy

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Education as the practice of freedom--as opposed to education as the practice of domination--denies that man is abstract, isolated, independent and unattached to the world; it also denies that the world exists as reality apart from people. Authentic reflection considers neither abstract man nor the world without people, but people in their relations with the world. In these relations consciousness and world are simultaneous: consciousness neither precedes the world nor follows it.

Paulo Freire

Independent, Reflection, Reality

Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.81, Bloomsbury Publishing USA

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

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