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PAULO FREIRE

• Born 1921 in Recife Brazil

• Father died 1933

• Was a child during the great depression

• Ended up 4 grades behind in school

“Experience showed me once again the relationship between social class and knowledge” (Stevens, 2002)

PAULO FREIRE ON HIS POVERTY

Freire stated that poverty and hunger severely affected his ability to learn.

This influenced his decision to dedicate his life to improving the lives of the poor:

“I didn't understand anything because of my hunger. I wasn't dumb. It wasn't lack of interest. My social condition didn't allow me to have an education. Experience showed me once again the relationship between social class and knowledge" (Freire) (Stevens, 2002)

PAULO FREIRE

• Studied to be a lawyer but never practiced law

• Taught Portuguese in school

• Appointed director of the Department of Cultural Extension of Recife University

• Taught 300 sugar cane workers to read in 45 days.

• Government created many cultural circles around country Brazil.

• Freire worked in several university and government agencies in Brazil throughout the 1960s.

• He worked towards bringing literacy programs to Brazil’s poor.

• In April of 1964, a military coup brought all progressive movements in Brazil to a halt.

• Freire was imprisoned for 70 days and then exiled for his "subversive" activities.

PAULO FREIRE

• Published most famous book ‘Pedagogy of the Oppressed’

• Offered and taught at Harvard

• Moved to Geneva

• Back to Brazil in 1980

• Wife died

• Remarried

• Died 1997

PAULO FREIRE LIFE AND TIMES REVIEW

• Paulo Freire was perhaps the most influential thinker about education in the twentieth century; he has a major concern for the oppressed. He emphasized the need to provide native populations with an education which was new and modern.

• He had an enormous impact on the development of educational practice and on informal education. Freire argues that systems of education emphasize learning as an act of culture and freedom.

OPPRESSION

‘Education either functions as an instrument which is used to facilitate integration of the younger generation into the logic of the present system and bring about conformity or it becomes the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world,’ (Freire, Pedagogy of the Oppressed).

Oppression is the prolonged unjust treatment or control of someone, it’s the cruel exercise of power, many people have tried to fight against it and strive for social justice Freire was one of these people.

Paulo Freire recognised the importance of empowering the oppressed.

PEDAGOGY

Pedagogy is the method and practice of teaching or the art and profession of teaching, especially as an academic subject or theoretical concept. Pedagogy ranges from the full development of the human being to the acquisition of skills. Paulo Freire referred to his method of teaching people as "critical pedagogy".

"educational movement, guided by passion and principle, to help students develop consciousness of freedom, recognize authoritarian tendencies, and connect knowledge to power and the ability to take constructive action," (Giroux, 2010).

CRITICAL PEDAGOGY

Freire put forth a pedagogy or idea where the individual learns to cultivate his own growth through situations from his daily life that provide useful learning experiences.

• (A teaching approach which attempts to help students question and challenge domination, and the beliefs and practices that dominate them.)

This is where the instructor's own philosophical beliefs of instruction are influenced by the pupil's background knowledge and experience, situation, and environment, as well as the learning goals set by the student and teacher.

CRITICAL PEDAGOGY/CONSCIOUSNESS

Two types of people that are illiterate:

Those who cannot grasp the sense of letters or symbols

Those who can "read" (in the grammar school sense) but who cannot read: understand the meaning of the words they see.

CRITICAL PEDAGOGY

5 key principles of:

1.Education is a conversation

2.Education broadens the student’s view of reality

3.Education is empowering

4.Education is transformative

5.Education is political

(Abrahams, 2005)

“Freire argued that unless the learning facilitates a change in the student’s perception of reality, learning has not occurred.” (Abrahams, 2005)

BANKING SYSTEM OF EDUCATION

• Students should not be viewed as an empty “account” to be filled in by the teacher.

• Teachers should know that students have life experiences and their own knowledge that is key in shaping their education and learning.

• Good schools do not blame students for their failures or strip students of the knowledge they bring to the classroom.

"In order for the oppressed to be able to wage the struggle for their liberation, they must perceive the reality of oppression not as a closed world from which there is no exit , but as a limiting situation which they can transform."

HOW ARE THE THEORIES AND CONCEPTS FROM THESE PEOPLE/TIMES RELEVANT FOR CLASSROOM TEACHERS TODAY?

Teachers, according to Freire, facilitate that connection by helping students to draw on their own realities to create new possibilities. (Abrahams, 2001)

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JOURNALS

Abrahams, F. (2005). The application of critical pedagogy to music teaching and learning. Visions of Research in Music Education, 6. Retrieved from http://www.rider.edu/~vrme

Stevens, C. (2002). Critical pedagogy on the web: Key terms and concepts related to critical pedagogy. Retrieved from http://mingo.info-science. uiowa.edu /~stevens/critped/terms.htm. May 1 2013.

 

Schugurensky, D. (2011). Paulo Freire. New York, New York: Continuum International Publishing Group

http://www.hermes-press.com/freire1.htm

OTHER REFERENCES