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Pedagogy of the Oppressed (1970)

de Paulo Freire

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MembresRessenyesPopularitatValoració mitjanaMencions
4,257442,783 (4.13)24
"First published in Portuguese in 1968, [this book] was translated and published in English in 1970. Paulo Freire's work has helped to empower countless people throughout the world and continues to possess a special urgency as the creation of a permanent underclass among the underprivileged and minorities in urban centers around the world continues. The 50th anniversary edition includes a new introduction by Donaldo Macedo, an afterword by Ira Shor, and interviews with Marina Aparicio Barberán, Noam Chomsky, Gustavo E. Fischman, Ramón Flecha, Ronald David Glass, Valerie Kinloch, peter Mayo, Peter McLaren, and Margo Okazawa-Rey to inspire a new generation of educators, students, and general readers for years to come."--Page [4] of cover.… (més)
  1. 00
    Mob Rule Learning: Camps, Unconferences, and Trashing the Talking Head de Michelle Boule (elenchus)
    elenchus: Freire and Boule cover similar aspirations and ideals among very different learning audiences. Anyone interested in pedagogy will benefit from reading both books, but those focused on the particular circumstances (community activism among the underprivileged, for Freire, or social networking technology, for Boule) would do better to stick with the one.… (més)
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Es mostren 1-5 de 44 (següent | mostra-les totes)
This book by Paolo Freire is interesting. However, each takes what he/she wants from the book.
The education chapter stood out for me and is one that people must read carefully.

This is not an easy book to read, especially the last chapter, in which he kept repeating the word, 'praxis.'

However, I suggest that a reader read once, and then return to the book again, at leisure. ( )
  RajivC | Jan 1, 2024 |
I read this at the start of 2013 and reading my review now I feel really embarrassed, it's very arrogant and I don't feel fair at all. So ignore my review and rating. At some point I'm hopefully going to read it again and try harder to understand it.

Fails to answer the super-important question of "*who* is a teacher?" Given that it purports to describe a new method of teaching and tries to make it clear that the oppressor cannot teach the oppressed, the lack of identification of the teacher is problematic, as well as the unresolved contradiction between their role as a teacher and their role as an equal in a dialogue with their students. Is the teacher/student relation even a useful one? not really answered. The word "teach" is loaded with meaning that he doesn't take apart. The problems inherent in the ideas of teaching, leading etc are a constant factor in the book that are never addressed.


Other problems/things:
- The oppressed as liberators of themselves and the oppressers - in the oppressed becoming Subjects, do the oppressers become objects?
- Rejects propaganda, but can the book itself be classified as propaganda? What is the book's relation to the dialogue process?
- A paternalistic attitude - when presented, anecdotes about the "uneducated" making the same realisations and insights as "intellectuals" feel patronising, like a seal in a circus. They're mentioned because they repeated "intellectual" comments in a different form - the book immediately places them in the "intellectual" context, removing the power of the people to make their own insights by changing their words to suit "intellectual" thought patterns and idioms
- This isn't a book about educational methods as such, it's a book about revolution. That people can divorce the ideas about education from the revolution both boggles my mind and stands as a testament to the liberal ability to co-opt anything.
- He says what revolutionary leaders should and shouldn't do but it feels like it boils down to "do good things, don't do bad things." The problem of leadership which doesn't engage in dialogue with the people is obviously a serious one but I don't feel he tackles it other than saying "it's really bad and not revolutionary"
- There's like 10 pages max in the book which talk about the praticialities of his method and they highlight a disconcerting gap between theory and practise. His theory seems to suggest a radical reinvention of the teaching relationship, but in practise it's more like "teaching where the student has input in what he gets taught." He considers the role of the teacher to be as a kind of revolutionary leader, I think, although it's not clear at all.
- He constantly says stuff about people needing to "investigate" the world and its realities but makes a distinction between the investigators and the people, even though there isn't one - the investigators are always part of what they're investigating. At times he seems unsure of this but at other times the distinction is very clear and it's confusing. He performs the same trick of inconsistent dichotomies with the world/humans and revolutionary leaders/the people - they're variously referred to as completely separate, one and the same or different but equal.
- Very repetitious. The same phrases are often repeated as if he was introducing them for the first time, just with different introductions that don't really illuminate the meaning of the phrase
- A weird "epoch" idea is introduced in the middle of one chapter that I didn't really understand - he claims we're in an "epoch of authority" or something, as opposed to other epochs which... didn't have authority? I don't know, I found it hard to understand and didn't see how it helped to explain or describe anything
- Lots about the difference between humans and animals that felt wanky and could probably have been summed up in a paragrah - "humans are different to animals because they can understand their position and attempt to change it" was the main point and it took 5-6 pages to describe
- He clearly has strong admiration for Che, Castro, Marx and Mao and quotes them at various points. His ideas actually remind me to a large extent of Mao's "the Party listens to the people and then the Party transforms the scattered ideas the people have into a coherent form and teaches the people" idea, except puffed up a lot

(Sorry for the kind of scattershot approach)

I wasn't impressed. It felt overly long for what was actually said and didn't really talk about its ideas past stating them multiple times. Some interesting stuff was said and somewhat better than I've read elsewhere but it didn't really have much substance behind sloganeering (which he rails against a few times)
( )
  tombomp | Oct 31, 2023 |
revolutionary pedagogy
  SrMaryLea | Aug 22, 2023 |
Education, philosophy of education, classic, social change, critical pedagogy, hegemony, Marxist analysis, liberation theology, peasants, Chile, emancipation, social justice
  sweetteaarizona | Jun 15, 2023 |
This is not compulsively readable but still full of such important ideas it's hard to put down. There are so many ways to oppress and to be oppressed, and even in trying to help those you see as oppressed you may be contributing to their oppression. It's impact over intent. Oppressors cannot be fully human while trying to revoke the humanity of another. I think this would be a good book to come back to regularly. ( )
  KallieGrace | Jun 8, 2023 |
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Nom de l'autorCàrrecTipus d'autorObra?Estat
Paulo Freireautor primaritotes les edicionscalculat
Ramos, Myra BergmanTraductorautor principalalgunes edicionsconfirmat
Shaull, RichardPròlegautor secundarialgunes edicionsconfirmat
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Títol original
Títols alternatius
Data original de publicació
Gent/Personatges
Llocs importants
Esdeveniments importants
Pel·lícules relacionades
Epígraf
Dedicatòria
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To the oppressed,
and to those who suffer with them
and fight at their side.
Primeres paraules
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These pages, which introduce Pedagogy of the Oppressed, result from my observations during the last six yeats of political exhile, observations which have enriched those previously afforded by my educational activities in Brazil.
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Wikipedia en anglès (4)

"First published in Portuguese in 1968, [this book] was translated and published in English in 1970. Paulo Freire's work has helped to empower countless people throughout the world and continues to possess a special urgency as the creation of a permanent underclass among the underprivileged and minorities in urban centers around the world continues. The 50th anniversary edition includes a new introduction by Donaldo Macedo, an afterword by Ira Shor, and interviews with Marina Aparicio Barberán, Noam Chomsky, Gustavo E. Fischman, Ramón Flecha, Ronald David Glass, Valerie Kinloch, peter Mayo, Peter McLaren, and Margo Okazawa-Rey to inspire a new generation of educators, students, and general readers for years to come."--Page [4] of cover.

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