Paulo Freire citáty (115 citátů, strana 3) | Citáty slavných osobností

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

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Paulo Freire

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

“The basic thing, starting from the initial perception of these nuclei of contradictions (which include the principal contradiction of society as a larger epochal unit) is to study the inhabitants' awareness of these contradictions.”

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Paulo Freire

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

“The thematics which have come from the people return to them--not as contents to be deposited, but as problems to be solved.”

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Paulo Freire

Zdroj: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 3

“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.”

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Paulo Freire

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

“It is necessary to trust in the oppressed and in their ability to reason.”

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Paulo Freire

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

“As long as they live in the duality in which to be is to to be like, and to be like is to be like the oppressor, this contribution is impossible.”

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Paulo Freire

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

“Education as the exercise of domination stimulates the credulity of students, with the ideological intent (often not perceived by educators) of indoctrinating them to adapt to the world of oppression.”

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Paulo Freire

Zdroj: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 2

“As the oppressor minority subordinates and dominates the majority, it must divide it and keep it divided in order to remain in power.”

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Paulo Freire

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

“Reflection upon situationality is reflection about the very condition of existence: critical thinking by means which people discover each other to be 'in a situation.”

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Paulo Freire

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

“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.”

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Paulo Freire

Zdroj: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 2

“It is accomplished by the oppressors depositing myths indispensable to the preservation of the status quo.”

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Paulo Freire

Zdroj: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 4, Conquest

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

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Paulo Freire

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

“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.”

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Paulo Freire

Zdroj: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 4, Unity for Liberation

“One might say they failed to perceive the untested feasibility lying beyond the limit-situations which engendered their needs.”

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Paulo Freire

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

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

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Paulo Freire

Zdroj: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 1

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

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Paulo Freire

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

“Founding itself upon love, humility, and faith, dialogue becomes a horizontal relationship of which mutual trust between the dialoguers is a logical consequence.”

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Paulo Freire

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

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

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Paulo Freire

Zdroj: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 1, The Banking Concept of Education

“The correct method lies in dialogue. The conviction of the oppressed that they must fight in their liberation is not a gift bestowed by the revolutionary leadership, but the result of their own conscientização.”

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Paulo Freire

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

“In a dynamic, rather than static, view of revolution, there is no absolute 'before' or 'after,' with the taking of power as the dividing line.”

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Paulo Freire

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

“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.”

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Paulo Freire

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

“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.”

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Paulo Freire

Zdroj: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 4, Manipulation

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

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Paulo Freire

Zdroj: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 2, page 253

“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.”

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Paulo Freire

Zdroj: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 2

“Scientific and humanist revolutionary leaders, on the other hand, cannot believe in the myth of the ignorance of the people.”

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Paulo Freire

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

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

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Paulo Freire

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

“Education must begin with the solution of the teacher-student contradiction, by reconciling the poles of the contradiction so that both are simultaneously teachers and students.”

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Paulo Freire

Zdroj: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 2

“The dialogical character of education as the practice of freedom does not begin when the teacher-student meets with the students-teachers in pedagogical situation, but rather when the former first asks herself or himself what she or he will dialogue with the latter about.”

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Paulo Freire

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

“The atmosphere of the home is prolonged in school, where students soon discover that (as in the home) in order to achieve some satisfaction they must adapt to the precepts which have been set from above. One of these precepts is not to think.”

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Paulo Freire

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

“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.”

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Paulo Freire

Zdroj: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 1

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