29 Great Paulo Freire Quotes

29 Great Paulo Freire Quotes

by / Comments Off / 168 View / Dec 2, 2014

Paulo Freire was a philosopher from Brazil whose main focus was advocating critical pedagogy. His most influential work is Pedagogy of the Oppressed and was the foundation literature of the movement. He died in 1997 at the age of 75.

“A deepened consciousness of their situation leads people to apprehend that situation as an historical reality susceptible of transformation.”

“Almost never do they realize that they, too, ‘know things’ they have learned in their relations with the world.”

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

“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

“Education is freedom.”

“For cultural invasion to succeed, it is essential that those invaded become convinced of their intrinsic inferiority.”

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

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

“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.”

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

“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.”

“Liberating education consists in acts of cognition, not transferrals of information.”

“Liberation is a praxis: the action and reflection of men and women upon their world in order to transform it.”

“Liberation is thus a childbirth, and a painful one.”

“Only in the encounter of the people with the revolutionary leaders–in their communion, in their praxis–can this theory be built.”

“Problem-posing education affirms men and women as beings in the process of becoming.”

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

“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.”

“The oppressed, having internalized the image of the oppressor and adopted his guidelines, are fearful of freedom.”

“The oppressor, who is himself dehumanized because he dehumanizes others, is unable to lead this struggle.”

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

“The trust of the people in the leaders reflects the confidence of the leaders in the people.”

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

“They have no consciousness of themselves as persons or as members of an oppressed class.”

“This, then, is the great humanistic and historical task of the oppressed: to liberate themselves and their oppressors as well.”

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

“Washing one’s hands of the conflict between the powerful and the powerless means to side with the powerful, not to be neutral.”

“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.”

“Without a sense of identity, there can be no real struggle.”