Paulo Freire citations (118 citations, Page 4)

Paulo Freire: 118 citations 2 J'aime

Paulo Freire citations célèbres

“J'aime être humain car, inachevé, je sais que je suis un être conditionné, mais, conscient de l'inachèvement, je sais que je peux aller plus loin. Telle est la différence profonde entre l'être conditionné et l'être déterminé, la différence entre l'inachevé, qui ne se sait pas comme tel, et celui qui, historiquement et socialement, s'est élevé jusqu'à la possibilité de se connaître incomplet.”

Paulo Freire livre Pédagogie de l'autonomie

Pédagogie de l'autonomie

“Une des questions centrales à laquelle nous devons nous confronter est celle de la transformation des postures rebelles en postures révolutionnaires qui nous engagent dans un processus radical de transformation du monde. La rébellion est un point de départ indispensable, une explosion de la juste colère, mais elle n'est pas suffisante.”

Paulo Freire livre Pédagogie de l'autonomie

Pédagogie de l'autonomie

“Personne n'éduque autrui, personne ne s'éduque seul, les hommes s'éduquent ensemble par l'intermédiaire du monde.”

Paulo Freire

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Citation, Sur l'éducation

Paulo Freire: Citations en anglais

“A real humanist can be identified more by his trust in the people, which engages him in their struggle.”

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Paulo Freire

Source: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 1

“For them, having more is an inalienable right.”

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Paulo Freire

Source: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 1, on the oppressors

“Liberation is a praxis: the action and reflection of men and women upon their world in order to transform it.”

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Paulo Freire

Source: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 2

“The oppressors develop a series of methods precluding any presentation of the world as a problem and showing it rather as a fixed entity, as something given--something to which people, as mere spectators, must adapt.”

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Paulo Freire

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

“Someone who cannot acknowledge himself to be as mortal as everyone else still has a long way to go before he can reach the point of encounter.”

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Paulo Freire

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

“Thematic investigation thus becomes a common striving towards awareness of reality and towards self-awareness, which makes this investigation a starting point for the educational process or for cultural action of a liberating character.”

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Paulo Freire

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

“Some may think that to affirm dialogue--the encounter of women and men in the world in order to transform the world--is naively and subjectively idealistic. There is nothing, however, more real or concrete than people in the world and with the world, than humans with other humans.”

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Paulo Freire

Source: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 4

“Authentic thinking, thinking that is concerned about reality, does not take place in ivory tower isolation, but only in communication. If it is true that thought has meaning only when generated by action upon the world, the subordination of students to teachers becomes impossible.”

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Paulo Freire

Source: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 2

“The participants begin to realize that if their analysis of the situation goes any deeper they will either have to divest themselves of their myths, or reaffirm them. Divesting themselves of and renouncing their myths represents, at that moment, an act of self-violence. On the other hand, to reaffirm those myths is to reveal themselves.”

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Paulo Freire

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

“Liberation is thus a childbirth, and a painful one.”

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Paulo Freire

Source: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 1, on the oppressed

“It is not possible to remake this country, to democratize it, humanize it, make it serious, as long as we have teenagers killing people for play and offending life, destroying the dream, and making love unviable. If education alone cannot transform society, without it society cannot change either.”

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Paulo Freire

Source: Pedagogia da indignação (Pedagogy of Indignation) (2000, English trans. 2004), p. 47 [32]

“It is when the majorities are denied their right to participate in history as Subjects that they become dominated and alienated.”

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Paulo Freire

Source: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 4

“The culture of the dominant class hinders the affirmation of men as beings of decision.”

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Paulo Freire

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

“Finally, cultural revolution develops the practice of permanent dialogue between leaders and people and consolidates the participation of the people in power.”

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Paulo Freire

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

“The task of revolutionary leaders is to pose as problems not only this myth, but all the other myths used by the oppressor elites to oppress.”

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Paulo Freire

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

“In problem-posing education, people develop their power to perceive critically the way they existin the world with which and in which they find themselves; they come to see the world not as a static reality, but as a reality in process, in transformation.”

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Paulo Freire

Source: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 2

“How can the oppressed, as divided unauthentic beings, participate in the pedagogy of their liberation?”

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Paulo Freire

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

“Those truly committed to liberation must reject the banking concept in its entirety, adopting instead a concept of women and men as conscious beings, and consciousness as consciousness intent upon the world. They must abandon the educational goal of deposit-making and replace it with the posing of the problems of human beings in their relations with the world.”

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Paulo Freire

Source: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 2

“One of the methods of manipulation is to inoculate individuals with the bourgeois appetite for personal success.”

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Paulo Freire

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

“Faith in people is an a priori requirement for dialogue.”

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Paulo Freire

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

“The road to revolution involves openness to the people, not imperviousness to them; it involves communion with the people, not mistrust.”

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Paulo Freire

Source: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 4, on revolution

“Education as the exercise of domination stimulates the credulity of the students.”

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Paulo Freire

Source: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 2

“Discovering himself to be an oppressor may cause considerable anguish, but it does not necessarily lead to solidarity with the oppressed.”

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Paulo Freire

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

“Leaders who do not act dialogically, but insist on imposing their decisions, do not organize the people--they manipulate them. They do not liberate, nor are they liberated: they oppress.”

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Paulo Freire livre Pedagogy of the Oppressed

Source: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 4, Organization

“He has made use of the insights of these men to develop a perspective on education which is authentically his own and which seeks to respond to the concrete realities of Latin America.”

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Paulo Freire livre Pedagogy of the Oppressed

As quoted in Pedagogy of the Oppressed (2014), p.31
Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

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