Paulo Freire quotes: wise famous quotes, sayings and quotations by Paulo Freire

Paulo Freire Famous Quotes & Sayings

Discover top inspirational quotes from Paulo Freire on Wise Famous Quotes.

It doesnt hurt to repeat here the statement, still rejected by many people in spite of its obviousness, that education is a political act.

P20 - The rightist sectarian wants to slow down the historical process, to domesticate time and thus to domesticate men and women.

No oppressive order could permit the oppressed to being to question: Why?

P60- one does not liberate people by alienating them.
P62- consciousness is the constant unveiling of reality.

P14 - People educate each other through the mediation of the world

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

As long as I fight, I am moved by hope; and if I fight with hope, then I can wait.

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.

There is, in fact, no teaching without learning.

P57/8- one must seek to live with others in solidarity..only through communication can human life hold meaning.

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

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

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

The behavior of the oppressed is a prescribed behavior, following as it does the guidelines of the oppressor.

The future isn't something hidden in a corner.The future is something we build in the present.

P69- word is not the privilege of some few persons but the right of everyone

To study is not to consume ideas, but to create and re-create them.

What if we discover that our present way of life is irreconcilable with our vocation to become fully human?

Experience teaches us not to assume that the obvious is clearly understood

The intellectual activity of those without power is always characterized as non-intellectual.

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

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

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

Without a minimum of hope, we cannot so much as start the struggle.

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.'

Whoever teaches learns in the act of teaching, and whoever learns teaches in the act of learning.

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

One cannot conceive of objectivity without subjectivity.

Reading is not walking on the words; it's grasping the soul of them.

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

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

P68- there is no true word that is not at the same time a praxis. Thus, to speak a true word is to transform the world.

Dialogue cannot exist, however, in the absence of a profound love for the world and its people.

The educator has the duty of not being neutral.

Sometimes a simple, almost insignificant gesture on the part of a teacher can have a profound formative effect on the life of a student.

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

This capacity to go beyond the factors of conditioning is one of the obvious advantages of the human person.

People in communion liberate each other.

Dialogue cannot exist without humility.

The revolutionary's role is to liberate, and to be liberated, with the people
not to win them over.

One of the methods of manipulation is to inoculate individuals with the bourgeois appetite for personal success.

If the structure does not permit dialogue the structure must be changed

The multitude is always in the wrong.

Every society needs to examine itself in relation to other societies.

P40- for the oppressors..to 'be' is to have and to be the class of the "haves".

P17 - Critical consciousness, they say, is anarchic.

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

Learning is a process where knowledge is presented to us, then shaped through understanding, discussion and reflection.

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

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

language is never neutral

P46- As long as the oppressed remain unaware of the causes of their condition, they fatalistically "accept" their exploitation.

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.

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

It is only the oppressed who, by freeing themselves, can free their oppressors.

The pursuit of full humanity, however, cannot be carried out in isolation or individualism, but only in fellowship and solidarity;

From the first, the act of conquest, which reduces persons to the status of things, is necrophilia

He was a teacher with good thinks of the life and education but he espress with a sentence.

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

Teacher preparation should go beyond the technical preparation of teachers and be rooted in the ethical formation both of selves and of history.

Education is freedom.

In order to have the continued opportunity to express their "generosity" the oppressors must perpetuate injustice as well.

P26 - Only power that springs from the weakness of the oppressed will be sufficiently strong to free both.

Education is an act of love, and thus an act of courage

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

No one can be authentically human while he prevents others from being so.

Submission to suffering is a form of annihilation, but transformation of suffering rekindles a faith that gives life.

Revolution is born as a social entity within the oppressor society.

Love is an act of courage.

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

P40- this violence, as a process, is perpetuated from generation to generation of oppressors, who become its heirs and are shaped by it.

The hope of remaking the world is indispensable in the struggle of oppressed men and women.

P42- the oppressed, as objects, as "things", have no purposes except those their oppressors prescribe for them.

The world is split between those who do not sleep because they are hungry and those who do not sleep because they are afraid of those who are hungry.

It's no sin to make a critical study of Brazil's reality. A small percentage own land. Most people don't.

P57- the oppressors, whose tranquility rests on how well people fit the world the oppressors have created, and how little they question it.

No one is born fully-formed: it is through self-experience in the world that we become what we are.

I cannot be a teacher without exposing who I am.

The road to revolution involves openness to the people, not imperviousness to them; it involves communion with the people, not mistrust.

Education is suffering from narration sickness.

The oppressed find in the oppressors their model of 'manhood.'

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

Reflection and action must never be undertaken independently.

To affirm that men and women are persons and as persons should be free, and yet to do nothing tangible to make this affirmation a reality, is a farce.

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

Faith in people is an a priori requirement for dialogue.

To teach is part of the very fabric of learning.

I am an educator who thinks globally.

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