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181 " Öğretmen öğretmelidir. Bunu yapmak zorundadır. Ama öğretmek bilgiyi aktarmak değildir. Bir eyleme öğretme eylemi denebilmesi için, öğrenme eyleminin öğrencilerin aynı zamanda kendilerine öğretilen bilgiyi üreten kişiler haline geldikleri, içeriği ya da bilinebilir nesneyi kavrama eyleminden önce ya da onunla eş zamanlı olarak gerçekleşmesi gerekir. "
― Paulo Freire , Teachers as Cultural Workers (Edge, Critical Studies in Educational Theory)
182 " ...dialogue cannot exist without humility. The naming of the world, through which people constantly re-create that world, cannot be an act of arrogance....Men and women who lack humility (or have lost it) cannot come to the people, cannot be their partners in naming the world. "
― Paulo Freire , Pedagogy of the Oppressed
183 " onsistent with the liberating purpose of dialogical education, the object of the investigation is not persons (as if they were anatomical fragments), but rather the thought-language with which men and women refer to reality, the levels at which they perceive that reality, and their view of the world, in which their generative themes are found. "
184 " A consciência é essa misteriosa e contraditória capacidade que tem o homem de distanciar-se das coisas para fazê-las presentes, imediatamente presentes. "
185 " One of the characteristics of oppressive cultural action which is almost never perceived by the dedicated but naïve professionals who are involved is the emphasis on a focalized view of problems rather than on seeing them as dimensions of a totality. In “community development” projects the more a region or area is broken down into “local communities,” without the study of these communities both as totalities in themselves and as parts of another totality (the area, region, and so forth)—which in its turn is part of a still larger totality (the nation, as part of the continental totality)—the more alienation is intensified. And the more alienated people are, the easier it is to divide them and keep them divided. These focalized forms of action, by intensifying the focalized way of life of the oppressed (especially in rural areas), hamper the oppressed from perceiving reality critically and keep them isolated from the problems of oppressed women and men in other areas. "
186 " Consistent with the liberating purpose of dialogical education, the object of the investigation is not persons (as if they were anatomical fragments), but rather the thought-language with which men and women refer to reality, the levels at which they perceive that reality, and their view of the world, in which their generative themes are found. "
187 " The oppressors do not favor promoting the community as a whole, but rather selected leaders. The latter course, by preserving a state of alienation, hinders the emergence of consciousness and critical intervention in a total reality. And without this critical intervention, it is always difficult to achieve the unity of the oppressed as a class. "
188 " Similarly, animals lack the ability to exercise limit-acts, which require a decisive attitude towards the world: separation from and objectification of the world in order to transform it. "
189 " Only human beings are praxis--the praxis which, as the reflection and action which truly transform reality, is the source of knowledge and creation. Animal activity, which occurs without a praxis, is not creative; people's transforming activity is. "
190 " A “hominização” não é adaptação: o homem não se naturaliza, humaniza o mundo. A “hominização” não é só processo biológico, mas também história. "
191 " Thematic investigation is only justified to the extent that it returns to the people what truly belongs to them; to the extent that it represents, not an attempt to learn about the people, but to come to know with them the reality which challenges them. "
192 " Were it not possible to dialogue with the people before power is taken, because they have no experience with dialogue, neither would it be possible for the people to come to power, for they are equally inexperienced in the use of power. "
193 " A reflexividade é a raiz da objetivação "
194 " To investigate the generative theme is to investigate people’s thinking about reality and people’s action upon reality, which is their praxis. For precisely this reason, the methodology proposed requires that the investigators and the people (who would normally be considered objects of that investigation) should act as co-investigators. The more active an attitude men and women take in regard to the exploration of their thematics, the more they deepen their critical awareness of reality and, in spelling out those thematics, take possession of that reality. "
195 " Some may think it inadvisable to include the people as investigators in the search for their own meaningful thematics: that their intrusive influence (n.b., the “intrusion” of those who are most interested—or ought to be—in their own education) will “adulterate” the findings and thereby sacrifice the objectivity of the investigation. This view mistakenly presupposes that themes exist, in their original objective purity, outside people—as if themes were things. Actually, themes exist in people in their relations with the world, with reference to concrete facts. "
196 " Testemunhando objetivamente sua história, mesmo a consciência ingênua acaba por despertar criticamente, para identificar-se como personagem que se ignorava e é chamada a assumir seu papel. "
197 " Both education and the investigation designed to support it must be “sympathetic” activities, in the etymological sense of the word. That is, they must consist of communication and of the common experience of a reality perceived in the complexity of its constant “becoming. "
198 " The parent-child relationship in the home usually reflects the objective cultural conditions of the surrounding social structure. If the conditions which penetrate the home are authoritarian, rigid, and dominating, the home will increase the climate of oppression.30 As these authoritarian relations between parents and children intensify, children in their infancy increasingly internalize the paternal authority. "
199 " In order to present for the consideration of the oppressed and subjugated a world of deceit designed to increase their alienation and passivity, 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. "
200 " I repeat: the investigation of thematics involves the investigation of the people’s thinking—thinking which occurs only in and among people together seeking out reality. I cannot think for others or without others, nor can others think for me. Even if the people’s thinking is superstitious or naïve, it is only as they rethink their assumptions in action that they can change. Producing and acting upon their own ideas—not consuming those of others—must constitute that process. "