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Paulo Freire Biography

Paulo Reglus Neves Freire (/ˈfrɛəri/, Portuguese: [ˈpawlu ˈfɾeiɾi]; September 19, 1921 – May 2, 1997) was 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 to be one of the foundational texts of the critical pedagogy movement.

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Paulo Freire Quotes

Indeed, the interests of the oppressors lie in 'changing the consciousness of the oppressed, not the situation which oppresses them.

Lying, Consciousness, Interest, Oppressors, Changing, Oppresses

Love is an act of courage.

Philosophy, Educational, Love Is, Love, Act, Courage

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

Liberate, Liberated, People, Roles, Win, Winning

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.

Teacher, Teaching, Taught, Teachers, Same, Learning

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

Although, Dehumanizes, Destiny, Given, Historical, Order

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.

Cutting, Order, Magic, Unity, World, Myth

Reading is not walking on the words; it's grasping the soul of them.

Grasping, Reading, Soul, Walking, Words

Libertarian action must recognize this dependence as a weak point and must attempt through reflection and action to transform it into independence. However, not even the best-intentioned leadership can bestow independence as a gift. The liberation of the oppressed is a liberation of women and men, not things. Accordingly, while no one liberates himself by his own efforts alone, neither is he liberated by others. Liberation, a human phenomenon, cannot be achieved by semihumans. Any attempt to treat people as semihumans only dehumanizes them.

Action, Liberation, Men, People, Reflection, Weak

The oppressors do not favor promoting the community as a whole, but rather selected leaders.

Community, Favors, Leader, Leaders, Promoting

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.

Alienating, Brand, Deposit, Educational, Men, Practice

At times, I have been criticized by some philosophers of education, who place me in postures that they classify pejoratively as 'revolutionary. ' But I have had the satisfaction of being invited to work in societies making progressive efforts without wavering. They were changing, and so they called on me.

Effort, Invited, Place, Satisfaction, Wavering, Work

Welfare programs as instruments of manipulation ultimately serve the end of conquest. They act as an anesthetic, distracting the oppressed from the true causes of their problems and from the concrete solutions of these problems.

Causes, Distracting, Manipulation, Ultimately, Welfare Programs

To study is not to consume ideas, but to create and re-create them.

Consume, Create, Ideas, Study

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.

Exist, Named, Names, People, Reflection, Turn

Only through communication can human life hold meaning.

Philosophy, Educational, Communication, Hold, Meaning

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

Advantage, Capacity, Conditioning, Human, Obvious

Finally, it is important to make it clear that imagination is not an exercise for those detached from reality, those who live in the air. On the contrary, when we imagine something, we do it necessarily conditioned by a lack in our concrete reality. When children imagine free and happy schools, it is because their real schools deny them freedom and happiness.

Children, Exercise, Real, School, Schools

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

Beings, Dehumanization, Liberation, Participate, Pedagogy, Pedagogy Of The Oppressed

Reflection and action must never be undertaken independently.

Reflection, Action, Discernment, Independently

Individuals who were submerged in reality, merely feeling their needs, emerge from reality and perceive the causes of their needs.

Feelings, Individuals, Needs, Perceive, Reality

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