Paulo Freire Quotes About Pedagogy

• Nadie nace completamente formado: es a través de la autoexperiencia en el mundo como nos convertimos en lo que somos.

  Paulo Freire

  Yo, Experiencia, Mundo

• Los líderes que no actúan dialógicamente, sino que insisten en imponer sus decisiones, no organizan al pueblo: lo manipulan. No liberan, ni son liberados: oprimen.

  Paulo Freire

  Gente, Decisión, Líder

  Paulo Freire (2014). "Pedagogía del Oprimido: 30th Anniversary Edition", p.126, Bloomsbury Publishing USA.

• Lavarse las manos en el conflicto entre poderosos e impotentes significa ponerse del lado de los poderosos, no ser neutral.

  Paulo Freire

  Paz, Honestidad, Poder

  Paulo Freire (1985). "La política de la educación: Cultura, poder y liberación", p.122, Greenwood Publishing Group

• La educación o bien funciona como un instrumento que se utiliza para facilitar la integración de la generación más joven en la lógica del sistema actual y lograr la conformidad, o bien se convierte en la práctica de la libertad, el medio por el que hombres y mujeres se enfrentan a la realidad de forma crítica y creativa y descubren cómo participar en la transformación de su mundo.

  Paulo Freire

  Educación, Aprendizaje, Creatividad

  Paulo Freire (2014). "Pedagogía del Oprimido: 30th Anniversary Edition", p.34, Bloomsbury Publishing USA.

• La verdadera generosidad consiste precisamente en luchar para destruir las causas que alimentan la falsa caridad. La falsa caridad obliga a los temerosos y sometidos, a los "rechazados de la vida", a extender sus manos temblorosas. La verdadera generosidad consiste en luchar para que esas manos -sean de individuos o de pueblos enteros- se extiendan cada vez menos en súplica, para que se conviertan cada vez más en manos humanas que trabajan y, trabajando, transforman el mundo.

  Paulo Freire

  Lying, Fighting, Hands

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.32, Bloomsbury Publishing USA

• The oppressed, instead of striving for liberation, tend themselves to become oppressors.

  Paulo Freire

  Strive, Liberation, Pedagogy Of The Oppressed

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.32, Bloomsbury Publishing USA

• [T]he more radical the person is, the more fully he or she enters into reality so that, knowing it better, he or she can transform it. This individual is not afraid to confront, to listen, to see the world unveiled. This person is not afraid to meet the people or to enter into a dialogue with them. This person does not consider himself or herself the proprietor of history or of all people, or the liberator of the oppressed; but he or she does commit himself or herself, within history, to fight at their side.

  Paulo Freire

  Fighting, Reality, Knowing

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

  Paulo Freire

  Community, Leader, Favors

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.103, Bloomsbury Publishing USA

• Looking at the past must only be a means of understanding more clearly what and who they are so that they can more wisely build the future.

  Paulo Freire

  Mean, Past, Understanding

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.60, Bloomsbury Publishing USA

• Any situation in which some men prevent others from engaging in the process of inquiry is one of violence;… to alienate humans from their own decision making is to change them into objects.

  Paulo Freire

  Men, Decision, Inquiry

• La deshumanización, aunque es un hecho histórico concreto, no es un destino dado sino el resultado de un orden injusto que engendra violencia en los opresores, lo que a su vez deshumaniza a los oprimidos

  Paulo Freire

  Destiny, Order, Historical

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.31, Bloomsbury Publishing USA

• In problem-posing education, people develop their power to perceive critically the way they exist in the world with which and in which they find themselves; they come to see the world not as a static reality, but as a reality in process, in transformation.

  Paulo Freire

  Reality, People, World

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.83, Bloomsbury Publishing USA

• The greatest humanistic and historical task of the oppressed: to liberate themselves.

  Paulo Freire

  Freedom, Historical, Tasks

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.32, Bloomsbury Publishing USA

• El conocimiento sólo surge a través de la invención y la reinvención, a través de la inquieta, impaciente, continua y esperanzada indagación que los seres humanos persiguen en el mundo, con el mundo y entre sí.

  Paulo Freire

  Aprendizaje, Esperanza, Investigación

  Paulo Freire (2014). "Pedagogía del Oprimido: 30th Anniversary Edition", p.52, Bloomsbury Publishing USA.

• La educación debe comenzar con la solución de la contradicción profesor-alumno, reconciliando los polos de la contradicción para que ambos sean simultáneamente profesores y alumnos.

  Paulo Freire

  Profesor, Alumnos, Contradicción

  Paulo Freire (2014). "Pedagogía del Oprimido: 30th Anniversary Edition", p.52, Bloomsbury Publishing USA.

• No pedagogy which is truly liberating can remain distant from the oppressed by treating them as unfortunates and by presenting for their emulation models from among the oppressors. The oppressed must be their own example in the struggle for their redemption (Freire, 1970, p. 54).

  Paulo Freire

  Struggle, Example, Redemption

• 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.

  Paulo Freire

  Exercise, World, Students

  Paulo Freire (2014). "Pedagogía del Oprimido: 30th Anniversary Edition", p.56, Bloomsbury Publishing USA.

• De hecho, los intereses de los opresores residen en "cambiar la conciencia de los oprimidos, no la situación que los oprime".

  Paulo Freire

  Lying, Consciousness, Interest

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.53, Bloomsbury Publishing USA

• One cannot expect positive results from an educational or political action program which fails to respect the particular view of the world held by the people. Such a program constitutes cultural invasion, good intentions notwithstanding.

  Paulo Freire

  Educational, Views, People

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.68, Bloomsbury Publishing USA

• A través del diálogo, el profesor-de-los-alumnos y los alumnos-del-profesor dejan de existir y surge un nuevo término: profesor-alumno con alumnos-profesores.

  Paulo Freire

  Profesor, Alumnos, Trimestre

  Paulo Freire (2014). "Pedagogía del Oprimido: Edición 30 Aniversario", p.80, Bloomsbury Publishing USA

• La educación liberadora consiste en actos de cognición, no en transferencias de información

  Paulo Freire

  Información, Cognición, Pedagogía del Oprimido

  Paulo Freire (2014). "Pedagogía del Oprimido: Edición 30 Aniversario", p.57, Bloomsbury Publishing USA

• An unauthentic word, one which is unable to transform reality, results when dichotomy is imposed upon its constitutive elements. When a word is deprived of its dimension of action, reflection automatically suffers as well; and the word is changed into idle chatter, into verbalism, into an alienated and alienating “blah.” It becomes an empty word, one which cannot denounce the world, for denunciation is impossible without a commitment to transform, and there is no transformation without action.

  Paulo Freire

  Commitment, Reality, Reflection

• ¿Cómo pueden los oprimidos, como seres divididos y no auténticos, participar en el desarrollo de la pedagogía de su liberación?

  Paulo Freire

  Dehumanization, Liberation, Pedagogy Of The Oppressed

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

• La liberación es una praxis: la acción y la reflexión de hombres y mujeres sobre su mundo para transformarlo.

  Paulo Freire

  Hombres, Reflexión, Orden

  Paulo Freire (2014). "Pedagogía del Oprimido: 30th Anniversary Edition", p.56, Bloomsbury Publishing USA.

• But almost always, during the initial stage of the struggle, the oppressed, instead of striving for liberation, tend themselves to become oppressors, or sub oppressors. The very structure of their thought has been conditioned by the contradiction of the concrete, existential situation by which they were shaped. Their ideal is to be men; but for them to be men is to be oppressors

  Paulo Freire

  Struggle, Men, Existential

  Paulo Freire (2014). “Pedagogy of the Oppressed: 30th Anniversary Edition”, p.45, Bloomsbury Publishing USA

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