Pedagogy Of The Oppressed
Introduction
In 192
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In 1929, the economic crisis in the United States affected Brazil; Paulo Freire's middle-class family began to experience the life of the poor. Living with the agony of hunger and its resulting listlessness, lead Freire to dedicate his life to the struggle against hunger. He decided that education was a major instrument involved in oppression and hunger, and developed a new and creative philosophy of education. His method of teaching has been thought of as an instructional instrument for teaching the Third World; people were taught to overcome traditional structures with knowledge of how become a person and enter the modern world. The Pedagogy of the Oppressed was the first of his writings to be published in the United States (Shaull, as cited in Freire, 1994). Freire's view states that the poor are oppressed and live in a "culture of silence". He viewed these people as victims, with their ignorance and lethargy resulting from economic, social, and political domination, and paternalism. People did not know how to respond to their world of oppression and they became submerged within their situation in such a way that creative response was almost impossible. With education, the poor would be able to learn that each was a person, able to think and speak, and create their world. The educated person rises above being a mere object, reacting to life occurring around them; they could now struggle against
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and re-creating it.
These concepts need to be applied to the classroom. Teacher-student relationships which involve the teacher as narrator and the student as a listening object, will contribute to the process of the student becoming lifeless. Reality is taught as a motionless, static, and predictable state. Narrative education helps the students to become objects, receptacles to be filled by the teacher. The student learns to memorize and repeat; this banking concept of education perpetuates the concept that knowledge is a gift bestowed by those considered knowledgeable to those who are considered ignorant. The fact that teachers learn from students as well needs to be confirmed. The teacher-student contradiction must be resolved; both need to be teachers and students.
Banking education resists dialogue and results in oppression; problem-posing education regards dialogue as an act of cognition which unveils reality. Education is a mutual process; communication is needed between teacher and student to avoid student oppression. Liberating education must avoid transferrals of information with acts of cognition or consciousness. Problem-posing education sees people as beings in the process of becoming, it opposes perm
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Approximate Word count = 1442
Approximate Pages = 6 (250 words per page)
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