( )

 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 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

 Oppressor vs. Oppressed  Become aware of oppression through 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

 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 experience  Generating new ways to look at the world

Banking Method Dialogue/Liberal Education

 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 of knowledge  Banking System results in dehumanization

 Argues in an either/or way –  With the Oppressed or against them  Approach took place in formal and structured educational settings  This can work against his desire for dialogue  Pushed for liberal educational practice  More closely related to the banking method than he though because of hinting at ideas/values in problem-posing

  bout/ bout/  m m  ces/paulofreire.cfm ces/paulofreire.cfm