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Paulo Freire

Paulo Freire. (1921-1997). Who is Paulo Freire ?. Brazilian Educationalist most notably recognized for his thoughts on progressive practice in education Surrounded by poverty Family Became a Grammar Teacher, then Director of Education at U of Recife Began to see disconnect

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Paulo Freire

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  1. Paulo Freire (1921-1997)

  2. Who is Paulo Freire? • Brazilian Educationalist most notably recognized for his thoughts on progressive practice in education • Surrounded by poverty • Family • Became a Grammar Teacher, then Director of Education at U of Recife • Began to see disconnect between the elite and working class • Exiled in 1964 from Brazil • Returned in 1988 because of a political amnesty • Invitation to Harvard as Visiting Professor

  3. Social Ideas • Oppressor vs. Oppressed • Become aware of oppression through critical consciousness • Change the world around you • End goal of Critical Consciousness is a Democratic society • Achieved by questioning history and society • Understanding the World is as important as understanding the Word • Make a difference in the world via dialogue to enhance the community and society through Informed Action

  4. Educational ideas • Importance on Dialogue in Informal Education • Working WITH one another, not acting ON one another • Pupil & Teacher learn, participate, ask, and reflect together • Teacher’s job to socialize with community and understand where students come from • “Banking Method” • Insisted on learning through a lived experience • Generating new ways to look at the world

  5. Banking Method Dialogue/Liberal Education

  6. Pedagogy of the Oppressed • Influenced by ideas of Karl Marx • “Oppressor” vs. “Oppressed” • Freedom is a result of informed action • Traditional pedagogy is a “Banking System”, but learners should be treated as co-creators of knowledge • Banking System results in dehumanization

  7. Critiques • Argues in an either/or way – • With the Oppressed or against them • Approach took place in formal and structured educational settings • This can work against his desire for dialogue • Pushed for liberal educational practice • More closely related to the banking method than he though because of hinting at ideas/values in problem-posing

  8. Work Cited • http://www.infed.org/thinkers/et-freir.htm • http://www.pedagogyoftheoppressed.com/about/ • http://home.clara.net/heureka/art/freire.htm • http://nlu.nl.edu/academics/cas/ace/resources/paulofreire.cfm

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