Paulo Freire Quotes - Page 7

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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.

Paulo Freire

World, Speak, Praxis

Paulo Freire, Elizabeth Galligan, Romelia Hurtado de Vivas (2008). “Pioneers in Education: Essays in Honor of Paulo Freire”, p.110, Nova Publishers

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A revolutionary leadership must accordingly practice co-intentional education.

Paulo Freire

Practice, Revolutionary

Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.69, 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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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.

Paulo Freire

Real, Men, Thinking

Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.129, Bloomsbury Publishing USA

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It's no sin to make a critical study of Brazil's reality. A small percentage own land. Most people don't.

Paulo Freire

Reality, Land, People

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This capacity to go beyond the factors of conditioning is one of the obvious advantages of the human person.

Paulo Freire

Advantage, Conditioning, Capacity

Paulo Freire (2000). “Pedagogy of Freedom: Ethics, Democracy, and Civic Courage”, p.32, Rowman & Littlefield Publishers

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To affirm that men and women are persons and as persons should be free, and yet to do nothing tangible to make this affirmation a reality, is a farce.

Paulo Freire

Reality, Men, Farce

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

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The atmosphere of the home is prolonged in the school, where the students soon discover thatin order to achieve some satisfaction they must adapt to the precepts which have ben set from above. One of these precepts is not to think.

Paulo Freire

Philosophy, Educational, School

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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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Indeed, some "revolutionaries" brand as "innocents," "dreamers," or even "reactionaries"; those who would challenge this educational practice. But one does not liberate people by alienating them. Authentic liberation - the process of humanization - is not another deposit to be made in men.

Paulo Freire

Educational, Men, Practice

Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.56, Bloomsbury Publishing USA

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Those truly committed to liberation must reject the banking concept in its entirety, adopting instead a concept of women and men as conscious beings and consciousness as consciousness intent upon the world.

Paulo Freire

Men, Banking, World

Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.79, Bloomsbury Publishing USA

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Revolution is born as a social entity within the oppressor society.

Paulo Freire

Revolution, Social, Born

Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.99, Bloomsbury Publishing USA

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... 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.

Paulo Freire

Teacher, Political, Society

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The object of a dialogical-liberterian action is not to 'dislodge' the oppressed from a mythological reality in order to 'bind' them to another reality. On the contrary, the object of dialogical action is to make it possible for the oppressed, by perceiving their adhesion, to opt to transform an unjust reality." "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, Reality, Order

"Pedagogy of the Oppressed". Book by Paulo Freire, Chapter 4, Unity for Liberation, 1968.

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It is essential for the oppressed to realize that when they accept the struggle for humanization they also accept, from that moment, their total responsibility for the struggle.

Paulo Freire

Struggle, Responsibility, Essentials

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

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The role of the educator is one of tranquil possession of certitude in regard to the teaching of not only contents but also of 'correct thinking.'

Paulo Freire

Educational, Philosophy, Teaching

Paulo Freire (2000). “Pedagogy of Freedom: Ethics, Democracy, and Civic Courage”, p.34, Rowman & Littlefield Publishers

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It's really not possible for someone to imagine himself/herself as a subject in the process of becoming without having at the same time a disposition for change. And change of which she/he is not merely the victim but the subject.

Paulo Freire

Becoming, Imagine, Victim

Paulo Freire (2000). “Pedagogy of Freedom: Ethics, Democracy, and Civic Courage”, p.44, Rowman & Littlefield Publishers

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[Humans'] capacity to intervene, to compare, to judge, to decide, to choose, to desist makes them capable of acts of greatness, of dignity, and, at the same time, of the unthinkable in terms of indignity.

Paulo Freire

Greatness, Judging, Dignity

Paulo Freire (2000). “Pedagogy of Freedom: Ethics, Democracy, and Civic Courage”, p.53, Rowman & Littlefield Publishers

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Even revolution, which transforms a concrete situation of oppression by establishing the process of liberation, must confront this phenomenon. Many of the oppressed who directly or indirectly participate in revolution intend - conditioned by the myths of the old order - to make it their private revolution. The shadow of their former oppressor is still cast over them.

Paulo Freire

Order, Shadow, Revolution

Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.46, Bloomsbury Publishing USA

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To simply think about the people, as the dominators do, without any self-giving in that thought, to fail to think with the people, is a sure way to cease being revolutionary leaders.

Paulo Freire

Thinking, Self, Revolutionary Leaders

Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.132, Bloomsbury Publishing USA

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When we live our lives with the authenticity demanded by the practice of teaching that is also learning and learning that is also teaching, we are participating in a total experience.... In this experience the beautiful, the decent, and the serious form a circle with hands joined.

Paulo Freire

Beautiful, Teacher, Teaching

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It would be a contradiction in terms if the oppressors not only defended but actually implemented a liberating education.

Paulo Freire

Would Be, Contradiction, Term

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

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The oppressed want at any cost to resemble the oppressors." "They call themselves ignorant and say the 'professor' is the one who has knowledge and to whom they should listen." "Almost never do they realize that they, too, 'know things' they have learned in their relations with the world.

Paulo Freire

Ignorant, Cost, World

Paulo Freire (1998). “The Paulo Freire Reader”, Burns & Oates

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We must be forewarned that only rarely does a text easily lend itself to the reader's curiosity... the reading of a text is a transaction between the reader and the text, which mediates the encounter between the reader and writer. It is a composition between the reader and the writer in which the reader "rewrites" the text making a determined effort not to betray the author's spirit.

Paulo Freire

Reading, Learning, Effort

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It is not suprising that the banking concept of education regards men as adaptable, manageable beings.

Paulo Freire

Men, Banking, Pedagogy Of The Oppressed

"Pedagogy of the Oppressed". Book by Paulo Freire, Chapter 2, 1968.

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

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