Pedagogy of the Oppressed
Published on 25. January 1996
Book
Paperback/Softback
176 pages
978-0-14-025403-7 (ISBN)
Description
This text argues that the ignorance and lethargy of the poor are the direct result of the whole economic, social and political domination. The book suggests that in some countries the oppressors use the system to maintain a "culture of silence". Through the right kind of education, the book suggests, avoiding authoritarian teacher-pupil models and based on the actual experiences of students and on continual shared investigation, every human being, no matter how impoverished or illiterate, can develop a new awareness of self, and the right to be heard.
More details
Language
English
Place of publication
London
United Kingdom
Dimensions
Height: 200 mm
Width: 133 mm
Thickness: 10 mm
Weight
134 gr
ISBN-13
978-0-14-025403-7 (9780140254037)
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Schweitzer Classification
Persons
Paulo Freire (1921-1997) was a revolutionary Brazilian educational theorist. Heavily influenced by Hegel as well as Marxist and anti-colonialist thinkers, Freire promoted the liberation of the working classes through a cooperative teacher-student educative model.
Content
Chapter 1: the justification for a pedagogy of the oppressed; the contradiction between the oppressors and the oppressed, and how it is overcome; oppression and the oppressors; oppression and the oppressed; liberation - not a gift, not a self-achievement, but a mutual process. Chapter 2: the "banking concept" of education as an instrument of oppression - its presuppositions - a critique; the problem-posing concept of education as an instrument for liberation - its presuppositions; the "banking" concept and the teacher-student contradiction; the problem- posing concept and the supersedence of the teacher-student contradiction; education - a mutual process, world-mediated; people as uncompleted beings, conscious of their incompletion, and their attempt to be more fully human. Chapter 3: dialogics - the essence of education as the practice of freedom; dialogics and dialogue; dialogue and the search for programme content; the human-world relationship, "generative themes", and the programme content of education as the practice of freedom; the investigation of "generative themes"; the various stages of the investigation. Chapter 4: antidialogics and dialogics as matrices of opposing theories of cultural action - the former as an instrument of oppression and the latter as an instrument of liberation; the theory of anti-dialogical action and its characteristics; conquest, divide and rule, manipulation, and cultural invasion; the theory of dialogical action and its characteristics - cooperation, unity, organization and cultural synthesis.