Paulo Freire - Quotes

There are 19 quotes by Paulo Freire at 95quotes.com. Find your favorite quotations and top quotes by Paulo Freire from this hand-picked collection about education. Feel free to share these quotes and sayings on Facebook, Pinterest, Tumblr & Twitter or any of your favorite social networking sites.

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

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

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

It is not systematic education which somehow molds society, but, on the contrary, society which, according to its particular structure, shapes education in relation to the ends and interests of those who control the power in that society.

It is not systematic education which somehow molds society, but, on the contrary, society which, according to its particular structure, shapes education in relation to the ends and interests of those who control the power in that society.

Education is freedom.

Education is freedom.

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

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

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

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

At a certain point in their existential experience, the oppressed feel an irresistible attraction toward the oppressor and his way of life. Sharing this way of life becomes an overpowering aspiration.

At a certain point in their existential experience, the oppressed feel an irresistible attraction toward the oppressor and his way of life. Sharing this way of life becomes an overpowering aspiration.

It is absolutely essential that the oppressed participate in the revolutionary process with an increasingly critical awareness of their role as subjects of the transformation. ---->>>

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

I am an educator who thinks globally. ---->>>

Critical and liberating dialogue, which presupposes action, must be carried on with the oppressed at whatever the stage of their struggle for liberation. The content of that dialogue can and should vary in accordance with historical conditions and the level at which the oppressed perceive reality. ---->>>

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

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

Manipulation, sloganizing, depositing, regimentation, and prescription cannot be components of revolutionary praxis, precisely because they are the components of the praxis of domination. ---->>>

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

Those truly committed to liberation must reject the banking concept in its entirety, adopting instead a concept of women and men as conscious beings and consciousness as consciousness intent upon the world. ---->>>

At times, I have been criticized by some philosophers of education, who place me in postures that they classify pejoratively as 'revolutionary.' But I have had the satisfaction of being invited to work in societies making progressive efforts without wavering. They were changing, and so they called on me. ---->>>

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

Just as it is important in Latin America to discuss ideas that come from North America, I think it is interesting for North Americans to discuss ideas that come from Latin America or Africa and do not insert themselves into capitalist interests. ---->>>

Biography

Nationality: Brazilian
Born: 09-19, 1921
Birthplace: Recife, Pernambuco, Brazil
Die: 05-02, 1997
Occupation: Educator
Website:

Paulo Reglus Neves Freire (, Portuguese: [ˈpawlu ˈfɾeiɾi]; September 19, 1921 – May 2, 1997) was a Brazilian educator and philosopher who was a leading advocate of critical pedagogy. He is best known for his influential work, Pedagogy of the Oppressed, considered to be one of the foundational texts of the critical pedagogy movement (wikipedia)