Paulo Freire Quotes About Literature

• Este es el camino que he intentado seguir como profesor: vivir mis convicciones; estar abierto al proceso de conocer y ser sensible a la experiencia de la enseñanza como arte; ser empujado hacia adelante por los retos que me impiden burocratizar mi práctica; aceptar mis limitaciones, pero siempre consciente del esfuerzo necesario para superarlas y consciente de que no puedo ocultarlas porque hacerlo sería una falta de respeto tanto a mis alumnos como a mí mismo como profesor.

  Paulo Freire

  Profesor, Arte, Educación

  Paulo Freire (2000). "Pedagogía de la libertad: Ética, democracia y coraje cívico", p.69, Rowman & Littlefield Publishers

• No puedo ser profesor sin exponer quién soy.

  Paulo Freire

  Profesor, Filosofía, Educación

  Paulo Freire (2000). "Pedagogía de la libertad: Ética, democracia y coraje cívico", p.87, Rowman & Littlefield Publishers

• There is, in fact, no teaching without learning.

  Paulo Freire

  Educational, Philosophy, Teaching

  Paulo Freire (2000). "Pedagogía de la libertad: Ética, democracia y coraje cívico", p.31, Rowman & Littlefield Publishers

• No reality transforms itself.

  Paulo Freire

  Educational, Philosophy, Reality

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

• Love is an act of courage.

  Paulo Freire

  Educational, Philosophy, Love Is

  Paulo Freire (2014). "Pedagogía del Oprimido: 30th Anniversary Edition", p.64, Bloomsbury Publishing USA.

• One of my major preoccupations is the approximation between what I say and what I do, between what I seem to be and what I am actually becoming.

  Paulo Freire

  Educational, Philosophy, Literature

  Paulo Freire (2000). “Pedagogy of Freedom: Ethics, Democracy, and Civic Courage”, p.88, Rowman & Littlefield Publishers

• The parent-child relationship in the home usually reflects the objective cultural conditions of the surrounding social structure. If the conditions which penetrate the home are authoritarian, rigid, and dominating, the home will increase the climate of oppression. As these authoritarian relations between parents and children intensify, children in their infancy increasingly internalize the paternal authority.

  Paulo Freire

  Children, Philosophy, Educational

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.110, Bloomsbury Publishing USA

• 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

• It is impossible to talk of respect for students for the dignity that is in the process of coming to be, for the identities that are in the process of construction, without taking into consideration the conditions in which they are living and the importance of the knowledge derived from life experience, which they bring with them to school. I can in no way underestimate such knowledge. Or what is worse, ridicule it.

  Paulo Freire

  Educational, Philosophy, School

  Paulo Freire (1998). “Pedagogy of Freedom: Ethics, Democracy, and Civic Courage”, p.62, Rowman & Littlefield

• Los profesores que no se toman en serio su propia educación, que no estudian, que se esfuerzan poco por mantenerse al corriente de los acontecimientos, no tienen autoridad moral para coordinar las actividades del aula.

  Paulo Freire

  Profesor, Educación, Filosofía

  Paulo Freire (2000). "Pedagogía de la libertad: Ética, democracia y coraje cívico", p.85, Rowman & Littlefield Publishers

• 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

• Only through communication can human life hold meaning.

  Paulo Freire

  Educational, Philosophy, Communication

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.55, Bloomsbury Publishing USA

• A veces, un simple gesto, casi insignificante, por parte de un profesor puede tener un profundo efecto formativo en la vida de un alumno.

  Paulo Freire

  Profesor, Educación, Filosofía

  Paulo Freire (2000). "Pedagogía de la libertad: Ética, democracia y coraje cívico", p.46, Rowman & Littlefield Publishers

• No matter how much someone may irritate me, I have no right to puff myself up with my own self-importance so as to declare that person to be absolutely incompetent, assuming a posture of disdain from my own position of false superiority.

  Paulo Freire

  Educational, Philosophy, Self

  Paulo Freire (1998). “Pedagogy of Freedom: Ethics, Democracy, and Civic Courage”, p.51, Rowman & Littlefield

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