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PAULO FREIRE (1921-1997)

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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 - PowerPoint PPT Presentation

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Page 1: Paulo  Freire

PAULO FREIRE(1921-1997)

Page 2: Paulo  Freire

WHO IS PAULO FREIRE? Brazilian Educationalist most notably

recognized for his thoughts on progressive practice in education

Surrounded by povertyFamily

Became a Grammar Teacher, then Director ofEducation at U of RecifeBegan 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

Page 3: Paulo  Freire

SOCIAL IDEAS Oppressor vs. Oppressed

Become aware of oppressionthrough 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

Page 4: Paulo  Freire

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

experienceGenerating new ways to look at the world

Page 5: Paulo  Freire

Banking Method

Dialogue/Liberal Education

Page 6: Paulo  Freire

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 ofknowledge

Banking System results in dehumanization

Page 7: Paulo  Freire

CRITIQUES Argues in an either/or way –

With the Oppressed or against them Approach took place in formal and

structured educational settingsThis can work against his desire for dialogue

Pushed for liberal educational practiceMore closely related to the banking method

than he though because of hinting at ideas/values in problem-posing