1. PAULO FREIRE (1921-1997) Activist
(aktivist): an especially active, vigorous advocate of a cause, esp. a political cause.
PAULO FREIRE ( )
(Pow-lo Fudaydee)

2. “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.”
Taking notes? Presentation available at edlf.wikispaces.com
-Paulo Freire

3. Biographical information
Freire was born in Recife, Brazil on September 19, 1921
Married Elza Maia Costa de Oliveira, Maria Araújo Freire
Education
Traditional upper-class boys private high school -1934
University of Recife in Brazil, law student
Taught Portuguese in public high school
Ph.D. Thesis, “Present-day Education in Brazil. 1959
Exiled to Bolivia, then spent 5 yrs. in Chile

4. Freire’s Brazilian Work
Freire exhorted educators and other cultural workers to ‘be tactically inside and strategically outside’ the system
In 1946, Freire was appointed Director of the Department of Education and in the State of Pernambuco.
In Brazil at that time, literacy was a requirement for voting in presidential elections.

5. Brazilian work (cont.)
In 1962, as a department director at Recife University, his theories were finally put into practice.
300 sugarcane workers learned to read & write in 45 days.
In 1964, Freire was imprisoned as a traitor for 70 days.
After a brief exile in Bolivia, Freire worked in Chilean agricultural production for five years.

6. Brazilian work (cont.)
In 1967, Freire published his first book, Education as the Practice of Freedom.
Next came his most famous book, Pedagogy of the Oppressed, first published in Portuguese in 1968.
The book has sold over 750,000 copies.

7. Freiren Philosophy Freire was influenced by: Plato Marx Gramsci
Jesus Christ
Hegel
Rousseau
Locke (tabula rasa)
Frantz Fanon:The Wretched of the Earth
Martin Buber

8. Freiren Philosophy Key Freiren concepts:
“Banking” concept of education
Dehumanization
Conscientization (conscientização): critical consciousness, consciousness-raising
Dialogics--"the essence of education as the practice of freedom"--and dialogue
Praxis (practical activism)

9. “Banking” concept of education
Dehumanization, objectification of humans

10. Foundations of Freire
To Name
To Reflect
To Act

11. To Name
Give a voice to those who were oppressed, so educators who served them could better battle their oppression.
Conscientization - developing consciousness, but consciousness that is understood to have the power to transform reality' (Taylor 1993: 52).

12. To Reflect
'Dialogue', Freire says, 'is the encounter between men, mediated by the world, in order to name the world'.
Freire was concerned about using the imagination to produce new possible ways of naming and acting in the world when working with people around literacy's.(Smith, 2005,
interpellation

13. To Act: Praxis
It is not simply action based on reflection. It is action which embodies qualities which include a commitment to human well being, a search for truth, and a respect for others. (Carr and Kemmis, 1986, pg. 190)
This enables society to act in ways which produce justice and allow mankind to flourish.(Smith, 2005,

14. “A People’s Philosopher”
Casa de Palha (straw and adobe house)
Favelas in Rio de Janeiro

16. Video
One of Paulo Freire’s final interviews. Includes discussion on the poor, Marx, etc.
(2:26)
Source: Youtube

17. Thoughts from the video?

18. How is teaching a political endeavor?

19. Teachers as Cultural Workers: Letters to those who Dare Teach Fourth Letter: On the Indispensable Qualities of progressive Teachers
Attributes Indispensable to Progressive Teachers
Humility – requiring courage, self-confidence, self-respect, and respect for others
Lovingness – no only for the student, but also toward the process of learning
Courage – to fight, to love, and to conquer fears to be a political agent of change to improve democracy.
Tolerance – requires respect, discipline, and ethics.
Decisiveness – ability to make decisions
Security – confidence in one’s actions
Wisdom – to use both patience and impatience in unison to work patiently impatient, never surrendering entirely to either.
Verbal Parsimony – Those who live in the assumption of patience-impatience will rarely lose control over their words; they will rarely exceed the limits of considered yet energetic discourse.

20. Progressive Teacher Qualities Create Schools which produce:
thinking
participation
creation
Speaking/Dialogue
love
Ability to guess
Passionately embraces and says yes to life.
A school which does not quiet down and quit.

21. Doctrinal considerations
It seems as though the adversary was aware, at a very early period of my life, that I was destined to prove a disturber and an annoyer of his kingdom; else why should the powers of darkness combine against me? (JS-History 1:20)
SO I returned, and considered all the oppressions that are done under the sun: and behold the tears of such as were oppressed, and they had no comforter; and on the side of their oppressors there was power; but they had no comforter.
(Ecclesiastes 4:1)

23. Bibliography of Freire Works
Education as a Practice of Freedom (1967, 1974)
Cultural action for freedom (1968, 1970)
Pedagogy of the oppressed (1968, 1970)
Extension or communication? (1969, 1973)
The political literacy process (1970)
Witness to liberation, in Seeing education whole (1970)
Education for Critical Consciousness (1973)
Pedagogy in Process: The Letters to Guinea Bissau (1977, 1978)
The importance of the act of reading (1982, 1983)
The politics of education: culture, power and liberation (1985)
Pedagogy of the City (1991, 1993)
Pedagogy of Hope (1992, 1994)
Teachers as Cultural Workers: Letters to those who dare teach (1993, 1998)
Letters to Cristina: reflections on my life and work (1994, 1995)
Pedagogy of Freedom (1997, 1998)
Pedagogy of the Heart (1997)
Pedagogy of Indignation (2000, 2004)