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Paulo Freire

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Matthew Janney

on 30 April 2015

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Transcript of Paulo Freire

Pedagogy of the Oppressed
The "Banking Concept" of education...
Teachers make deposits and withdrawals to and from a student's brain bank without first discussing it with the student.
Teachers have absolute power: they have all the knowledge, they have control of what the students do and do not learn.
Of the banking concept of education ...
"the scope of action allowed to the students extends only as far as receiving, filling, and storing the depositing."

"Where the teachers are the oppressors and the students are the oppressed."
Freire believed the current state of education inhibited creativity because students only knew what their teacher wanted them to learn. And they were not being challenged past memorization of a narrative style of teaching.
Teaching as an Act of Love: Reflections on Paulo Freire and His Contributions to Our Lives and Work
by: Antonia Darder
"A humanizing education is the path through which men and women can become conscious about their presence in the world, the way they act and think when they develop all of their capacities, taking into consideration their needs, but also the needs and aspirations of others."
-Freire, 1985
Problem Posing Education:
The teacher is no longer just the one-who-teaches but one who is taught in dialogue with the students... who in turn, while being taught, also teaches.
Paulo Freire
Freire suggested teachers should instead create environments of education through dialogue so that teachers and students are conversing as co-investigators in a constant dialogue.
Brings about the new ideal of:

Teacher-students
Instructors who are prepared to constantly receive fresh insight from their students.
Student-teachers
Students who are engaged in a constant dialogue with their classmates and instructor, unified in the search for discovery of the unknown.
Problem-Posing Education
robs us of the notion that our actions don't affect the world around us

It bases itself on creativity and stimulates deep thought, reflection, & action upon reality
Overview of Excerpt from "Pedagogy of the Oppressed" Chapter 2...
Do not be conformed to the pattern of this world but be transformed by the renewing of your mind.
- Romans 12:2 -
"Armed Love"
Darder believes that Freire fought to defend freshness, spontaneity, and presence embodied which she called armed love.
Defined by the fighting love of those convinced of their right and duty to fight, denounce, and announce.
It was a love that could be lively yet coercive that inspired people to challenge the status quo and be insistent in their critique of the government.
Freire's Greatest Contribution
In the eyes of Darder, Freire's greatest contribution to the world was his capacity to be a loving human being...

Fighting for children, acting in concern for educators, always working towards freedom for the oppressed though education.

-Educating the next Generation of World Changers-
It isn't possible to truly change the course of children's lives through education on a consistent basis without profound concern for humanity.

Freire's heart was educating the children of the oppressed by letting them know that they are just as intelligent and that they could have a voice for social change.
Fear, Courage, & Imposition
Freire believed in the fact that if you care enough about anything, you will experience fear.

Fear involves imposition of another person or being over you.

When educating for the sake of liberation, we must face our fears and overcome them with courage.
Freire's view on Race Relations
Freire was not focused on racism as much as he was concerned for the right of the individual.

In his eyes, the blacks in the US couldn't be liberated until the chicanos were liberated - who couldn't be liberated until the native americans were liberated - who couldn't be liberated until the whites were liberated.
Capitalism not quite his friend...
Darder described much of Freire's economic ideals as Marxist-Socialist with the root of oppression pointing at the historical class separation that has been the norm of the capitalist school of thought.

He sees capitalism as a system of oppressors and the oppressed.
"This capacity to always begin anew, to make, to reconstruct, and not to spoil, to refuse to bureaucratize the mind, to understand and to live as a process - live to become - is something that always accompanied me throughout life. This is an indispensable quality of a good teacher."
-Freire, 1993
Indispensable Qualities
Focus on the human values that expand a teacher's critical and emotional capacity to enter into effective learning-teaching relationships with students...
humility grounded in courage
dialectical ability to accept new ideas even in your sureness
love rooted in commitment
Tolerance
decisiveness, security
tension between patients and impatience
the joy of living
"I am a curious being"
Overview of the final interview with Paulo Freire given to Literacy.Org
Process of being a curious being...
Freire believes that we must create ourselves in a certain virtue;
Tolerance
.
Through tolerance, we discover the possibility of learning things from people different than ourselves.
It is our ethical, historical, and political duty to be tolerant to others...
but that doesn't mean that we should lose what makes each one of us unique.

The Critical way of thinking...
The pedagogy of a "critical view of education"
literacy is a fundamental chapter of education as a whole
Experiences make up a lot of "adult literacy"
the things that they have seen for themselves or experienced take up the majority of their existing knowledge rather than memorized material out of a book.
Language and Power
Freire believes that it is impossible to think of language without ideology and power.
it is the duty of the teacher to teach the students the "cultivated pattern" of culture so they can understand the "dominant pattern" of the culture they are a part of
Teachers must let kids know that their different language that they speak is beautiful and that they have the right to speak like that in a democratic society
Nevertheless, it is important to grasp the dominant syntax.
This is especially important for the poor and oppressed.
When the poor/oppressed can understand and communicate within the dominant syntax, then they can identify the violations to their rights and fight for their quality of life in the struggle against injustice and poverty.
One final conversation...
This was the last recorded interview that Paulo Freire did before his death the following year in 1997.

In the interview he emphasis on the curiosity that kept his mind young and the importance of tolerance teamed with critical consciousness.
Just For Fun!
Paulo Freire's Overall Teaching Philosophy:
"I wasn't born just to watch the world as it is right now. I am right here... and this satisfies me as a christian?... I cannot see myself as a christian with [my] arms crossed, absolutely not! But it satisfies me also as a pedagogue, a thinker... What I mean is, I am very happy because I know that I have numerous possibilities to shake the structure of the world."

Freire believed that critical consciousness was and still is the basic element of social change along with work grounded in the community.
Major themes in Freire's Pedagogy:
You must be a teacher to children and adults alike
am I effectively learning alongside my fellow human beings in and outside of the classroom?
Educators are never bigger than, but a part of
Let there be a dialogue with your class, a full cycle of communication where there are teacher-students and student-teachers
Every relationship that is started is unfinished
always start a relationship with someone as a process that needs to continue to be tended to like the living organism that they are
The importance of reflecting on daily life ...
What is working? What isn't? How am I living life?
Are you articulating what you are doing?
Am I being intentional with my actions or am I being careless?
Understand that pedagogy is just as much a language of politics as it is to education
Teaching students about current issues in politics is just as important as educating them in History or Social Studies
Freire's Pedagogy in relation to the Textbook
Concrete vs. Formal Operations:
Freire stressed getting involved and teaching kids practical knowledge so that they could give back to their community through service which could be seen as concrete operational because it is practical and hands on.
Freire's idea of Critical Consciousness involves more formal operations to find the solution to a more philosophical question because it requires more deep thought and introspection.
Sternburg's Triacrtic Theory:
Freire understood that nobody learned the exact same way, in fact he encouraged embracing your heritage and uniqueness while a good teacher knows how to encourage a student and teach to the student's strength whether they are analytical, creative, or practical.
Gardner's Frames of Mind:
Freire's impoverished background put him at a disadvantage when he was young because of the poverty in which he lived in. He knew he wasn't dumb, he was just hungry. Many students feel discouraged because they don't have logical and mathematical intelligence, but that doesn't mean they don't have intelligence... they just haven't been taught to their strength.
Neuroconstructivism:
The very thing that Freire was combating by attempting to educate the poor and oppressed was the effect that poor environment could have on brain development.
Diverse Response Teaching:
By opening up the conversation to the whole class to enable a living dialogue between the students and the teacher, it allows for a sharing of a whole wealth of knowledge. This combats the traditional "banking concept of education."
Application of Freire's Pedagogy
As a future speech and communications teacher, I get the unique opportunity to not be completely restricted by standardized testing. With that being said, I get to make the connection of current US and world current events to help kids begin to think about their own opinions on how they see the world around them.
I will have one assignment per semester that deals completely with finding an article on an oppressed people group in the world and performing an informative speech on that group. It will be "perspective training."
I will also be setting up my classroom in a large circle with all of the desks facing each other so that the flow of the class feels like an organic dialogue rather than me cramming information down the throats of students and them shutting down 10 minutes into class.
"Paulo Freire - An Incredible Conversation." <i>YouTube</i>. Literacy.org. Web. 11 Mar. 2015. &lt;

Darder, Antonia. "Reflections on Paulo Freire and His Contributions to Our Lives and Our Work." <i>Teaching as an Act of Love</i>. 497-509. Print.

Freire, Paulo. "Chapter 2." Pedagogy of the Oppressed. 52-67. Print.
Works Cited:
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