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“In sum: banking theory and practice, as immobilizing and fixating forces, fail to acknowledge men and women as historical beings; problem-posing theory and practice take the people's historicity as their starting point.”

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Paulo Freire

Quelle: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 2

“While no one liberates himself by his own efforts alone, neither is he liberated by others.”

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Paulo Freire

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

“Critical and liberating dialogue, which presupposes action, must be carried on with the oppressed at whatever the stage of their struggle for liberation.”

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Paulo Freire

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

“Only in the encounter of the people with the revolutionary leaders--in their communion, in their praxis--can this theory be built.”

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Paulo Freire

Quelle: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 4, Cultural Synthesis

“The oppressors, who oppress, exploit, and rape by virtue of their power, cannot find in this power the strength to liberate either the oppressed or themselves.”

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Paulo Freire

Quelle: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 1, on the oppressors

“Trust is established by dialogue.”

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Paulo Freire

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

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

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Paulo Freire

Quelle: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 3, on dialogue.

“For if the people join to their presence in the historical process critical thinking about that process, the threat of their emergence materializes in a revolution. Whether one calls this correct thinking 'revolutionary consciousness' or 'class consciousness,' it is an indispensable precondition of revolution. The dominant elites are so well aware of this fact that they instinctively use all means, including physical violence, to keep people from thinking.”

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Paulo Freire

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

“Money is the measure of all things, and profit the primary goal. For the oppressors, what is worthwhile is to have more--always more--even at the cost of the oppressed having less or having nothing. For them, to be is to have.”

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Paulo Freire

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

“Those who are served by the present limit-situation regard the untested feasibility as a threatening limit-situation which must not be allowed to materialize, and act to maintain the status quo.”

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Paulo Freire

Quelle: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 3, on the oppressive status quo

“The behavior and reactions of the oppressed, which lead the oppressor to practice cultural invasion, should evoke from the revolutionary a different theory of action. What distinguishes revolutionary leaders from the dominant elite is not only their objectives, but their procedures.”

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Paulo Freire

Quelle: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 4, Cultural Invasion

“They call themselves ignorant and say the 'professor' is the one who has knowledge and to whom they should listen.”

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Paulo Freire

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

“Critical perception cannot be imposed.”

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Paulo Freire

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

“The oppressed want at any cost to resemble the oppressors.”

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Paulo Freire

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

“The more educators and the people investigate the people's thinking, and are thus jointly educated, the more they continue to investigate.”

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Paulo Freire

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

“Dialogue cannot exist without humility.”

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Paulo Freire

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

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

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Paulo Freire

Quelle: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 3

“Implicit in the banking concept is the assumption of a dichotomy between human beings and the world: a person is merely in the world, not with the world or with others; the individual is spectator, not re-creator.”

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Paulo Freire

Quelle: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 2

“In the banking concept of education, knowledge is a gift bestowed by those who consider themselves knowledgeable upon those whom they consider to know nothing.”

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Paulo Freire

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

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

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Paulo Freire

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

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

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Paulo Freire

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

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

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Paulo Freire

Quelle: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 2

“People will be truly critical if they live in the plenitude of the praxis, that is, if their action encompasses a critical reflection which increasingly organizes their thinking and thus leads them to move from a purely naive knowledge of reality to a higher level, one which enables them to perceive the causes of reality.”

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Paulo Freire

Quelle: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 4

“Almost never do they realize that they, too, 'know things' they have learned in their relations with the world.”

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Paulo Freire

Quelle: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 1

“A fact which is not denied but whose truths are rationalized loses its objective base. It ceases to be concrete and becomes a myth created in defense of the class of the perceiver.”

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Paulo Freire

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

“Our converts, on the other hand, truly desire to transform the unjust order; but because of their background they believe that they must be the executors of the transformation.”

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Paulo Freire

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

“The oppressor, who is himself dehumanized because he dehumanizes others, is unable to lead this struggle.”

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Paulo Freire

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

“People are fulfilled only to the extent that they create their world (which is a human world), and create it with their transforming labor. The fulfillment of humankind as human beings lies, then, in the fulfillment of the world. If for a person to be in the world of work is to be totally dependent, insecure, and permanently threatened--if their work does not belong to them--the person cannot be fulfilled. Work that is not free ceases to be a fulfilling pursuit and becomes an effective means of dehumanization.”

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Paulo Freire

Quelle: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 4, Divide and Rule

“I intrepret the revolutionary process as dialogical cultural action which is prolonged in 'cultural revolution' once power is taken. In both stages a serious and profound effort at conscientização--by means of which the people, through a true praxis, leave behind the status of objects to assume the status of historical Subjects--is necessary.”

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Paulo Freire

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

“They have no consciousness of themselves as persons or as members of an oppressed class.”

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Paulo Freire

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

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