Paulo Freire

Paulo Freire (born September 19, 1921 – died May 2, 1997) was a Brazilian philosopher and educator, the pioneer of popular education who worked to empower the oppressed through literacy programs to raise social and political awareness. His ideas were mainly used in the Third World Countries as the theoretical base for educational reforms.

Life

Paulo Freire was born in Recife, Brazil, into a middle class family. Freire learned about poverty and hunger during the Great Depression, an experience that would shape his concerns for the poor and would help to construct his particular educational worldview.

Freire entered the University of Recife in 1943, enrolling in the School of Law, but also studying philosophy and the psychology of language. Following his entrance into the bar association, he never actually practiced law and instead worked as a teacher in secondary schools teaching Portuguese. In 1944 he married Elza Maia Costa de Oliveira, a fellow teacher, with whom he had five children. The couple engaged together in social service through the Catholic Action Movement, but soon left the group when they realized that the lifestyles of the members of the group contradicted Christian faith they preached. Instead, Freires started to work alone, among “common” people.

In 1946, Freire was appointed Director of the Department of Education and Culture of the Social Service in the State of Pernambuco, the Brazilian state of which Recife is the capital. Working primarily among the illiterate poor, Freire began to embrace a non-orthodox form of what could be considered the liberation theology. In Brazil at that time, literacy was a requirement for voting in presidential elections.

In 1961, he was appointed director of the Department of Cultural Extension of Recife University, and in 1962 he had the first opportunity for significant application of his theories, when 300 sugarcane workers were taught to read and write in just 45 days. In response to this experiment, the Brazilian government approved the creation of thousands of cultural circles across the country.

In 1964, a military coup put an end to that effort, Freire being imprisoned as a traitor for 70 days. After a brief exile in Bolivia, Freire worked in Chile for five years for the Christian Democratic Agrarian Reform Movement and the Food and Agriculture Organization of the United Nations. In 1967, Freire published his first book, Education as the Practice of Freedom.

The book was well received, and Freire was offered a visiting professorship at Harvard University in 1969. The previous year, he wrote his most famous book, Pedagogy of the Oppressed, which was published also in Spanish and English in 1970. Because of the political feud between the military dictatorships and the Christian socialists, of whom Freire was a member, the book wasn't published in Brazil until 1974, when Ernesto Geisel took control of Brazil and began his process of cultural liberalization.

After a year in Cambridge University, Freire moved to Geneva, Switzerland to work as a special education adviser to the World Council of Churches. During this time Freire acted as an advisor on education reform in former Portuguese colonies in Africa, particularly Guinea Bissau and Mozambique.

In 1979, he was able to return to Brazil, where he joined the Workers' Party (PT) in the city of São Paulo, and acted as a supervisor for its adult literacy project from 1980 to 1986. When the PT won in the municipal elections in 1988, Freire was appointed Secretary of Education for São Paulo.

In 1986, his wife Elza died and Freire married Ana Maria Araújo, who was a radical reformer herself. He received UNESCO Prize for Education for Peace in 1986. In 1991, the Paulo Freire Institute was established in São Paulo to extend and elaborate his theories on popular education. The Institute maintains the Freire archives.

Freire died of heart failure on May 2, 1997 in São Paulo.

Work

Paulo Freire contributes a philosophy of education that comes not only from the more classical approaches stemming from Plato, but also from modern Marxist and anti-colonialist thinkers. In fact, in many ways his Pedagogy of the Oppressed may best be read as an extension of or reply to Frantz Fanon's The Wretched of the Earth, which emphasized the need to provide native populations with an education which was simultaneously new and modern (rather than traditional) and anti-colonial (not simply an extension of the culture of the colonizer).

Freire is best-known for his attack on what he called the "banking" concept of education, in which the student was viewed as an empty account to be filled by the teacher. Of course, this is not really a new move — Rousseau's conception of the child as an active learner was already a step away from tabula rasa (which is basically the same as the "banking concept"), and thinkers like John Dewey and Alfred North Whitehead were strongly critical of the transmission of mere "facts" as the goal of education. Freire's work is one of the foundations of critical pedagogy.

More challenging is Freire's strong aversion to the teacher-student dichotomy. This dichotomy is admitted in Rousseau and constrained in Dewey, but Freire comes close to insisting that it should be completely abolished. This is hard to imagine in absolute terms, since there must be some enactment of the teacher-student relationship in the parent-child relationship, but what Freire suggests is that a deep reciprocity be inserted into our notions of teacher and student. Freire wants us to think in terms of teacher-student and student-teacher; that is, a teacher who learns and a learner who teaches, as the basic roles of classroom participation.

This is one of the few attempts anywhere to implement something like democracy as an educational method and not merely a goal of democratic education. Even Dewey, for whom democracy was a touchstone, did not integrate democratic practices fully into his methods.

Freire claimed that true knowledge can result only from experientially based learning, and advocated service learning as the great method of learning. He believed that service learning stimulated learners’ awareness for the need of further inquiry. He saw this inner motivation as the key for successful learning, and dialogue as the key method in it. Thus his emphasis on equal status of students and a teacher.

Pedagogy of the Oppressed

Pedagogy of the Oppressed is the most widely known of Freire's works. First published is 1970, the book examines the struggle for justice and equity within the educational system and proposes a new pedagogy.

Dedicated "to the oppressed, and to those who suffer with them and fight at their side," Freire includes a detailed Marxist class analysis in his exploration of the relationship between the colonizer and the colonized. He said:

"Freedom is acquired by conquest, not by gift. It must be pursued constantly and responsibly. Freedom is not an ideal located outside of man; nor is it an idea which becomes myth. It is rather the indispensable condition for the quest for human completion." (Pedagogy of the Oppressed, 1970)

According to Freire, freedom will be the result of praxis—informed action—when a balance between theory and practice is achieved. Freire proposes “dialogics” as an instrument to free the colonized, through the use of cooperation, unity, organization and cultural synthesis (overcoming problems in society to liberate human beings). This is in contrast to “antidialogics” which use conquest, the concept of divide and rule, manipulation and cultural invasion.

In regard to education, Freire argued that words involve a radical interaction between reflection and action and that true words are transformational. Dialogue requires mutual respect and cooperation to not only develop understanding, but also to change the world. "Authentic" education, according to Freire, will involve dialogue between the teacher and the student, mediated by the broader world context.

Freire rejected the "banking" approach to education (a metaphor used by Freire that suggests students are considered empty bank accounts that should remain open to deposits made by the teacher) claiming it results in the dehumanization of both the students and the teachers. Instead, Freire advocates for a more world-mediated, mutual approach to education that considers people incomplete. This "authentic" approach to education must allow people to be aware of their incompleteness and strive to be more fully human. This attempt to use education as a means of consciously shaping the person and the society is called conscientization, a term first coined by Freire in the book.

More detailed chapter by chapter summaries are available through The Communication Initiative.

Popular Education

Freire’s work on the theory of education puts him among leading authorities of popular education. He was considerably influenced by Marxism, existentialism and phenomenology, believing that education has a distinctive purpose - to bring social change by overcoming exploitation and social alienation. Freire claimed that by learning skills relevant to their harsh lives people can be empowered to create better society. Education should encourage reflection on the values and ideals people share, and should motivate people to engage into community service. Freire warned that traditional style of education only promotes status quo by teaching things people in power want others to learn. Capitalists, clergy, and politicians, who participate in power, manipulate society through education to stay in power and to satisfy their selfish greed. Education therefore needs to liberate from both external oppression and internal ignorance.

Criticism

Freire’s theories had many critics. Rich Gibson (2006) has critiqued his work as a cul-de-sac, a combination of old-style socialism (wherever Freire was not) and liberal reformism (wherever Freire was). Paul Taylor (1993), in his "Texts of Paulo Freire," comes close to calling Freire for plagiarism, while Gibson notes Freire borrows very, very heavily from Hegel's "Phenomenology." In addition, Freire’s type of classroom has been criticized on the grounds that it can mask rather than overcome the teacher's authority. Education per se is about teaching, and although Freire advocated informal teaching style based on a dialogue, his method still requires certain type of curriculum administered by a teacher, and thus puts teacher again above the student. Moreover, education can hardly be free of hidden biases and all sorts of ideas and values that come up in a dialogue, so Freire’s very idea, that teacher needs not to teach but only to facilitate teaching, comes into question.

Legacy

Freire’s Pedagogy of the Oppressed has been published in 17 languages and is still widely read book in the twenty-first century. Before its publication in 1970 it was called a violent book and against Christian democracy, promoting anarchy and communist ideals. He is however today recognized as a true pioneer of emancipatory education, one who worked to liberate the silenced and the oppressed through education, and one who taught social responsibility to the oppressed. His concept of popular education was widely practiced in the Third World countries, especially Latin America, and is considered today as an original and important Latin American contribution to universal pedagogical thought. Freire’s insistence on solely informal form of education can also be considered novel,

The Paulo Freire Institute was created with a purpose to bring dialogue between scholars and foster research into the new educational theories which would modernize the way education is applied into schools. The institute is active in 18 countries around the world.

Publications

• Freire, Paulo. 1972. Cultural action for freedom. Harvard University Press. ISBN 0916690113
• Freire, Paulo. 1973. Education for critical consciousness. Seabury Press. ISBN 0816491135
• Freire, Paulo. 1976. Education, the practice of freedom. London: Writers and Readers Publishing Cooperative. ISBN 090461316X
• Freire, Paulo. 1978. Pedagogy in process: the letters to Guinea-Bissau. Continuum Intl. ISBN 0826401368
• Freire, Paulo. 1980. A day with Paulo Freire. Delhi: I.S.P.C.K..
• Freire, Paulo. 1984. The politics of education: culture, power, and liberation. Bergin & Garvey. ISBN 0897890434
• Freire, Paulo. 1992. Pedagogy of the city. New York: Continuum Intl. ISBN 0826406122
• Freire, Paulo. 1996. Letters to Cristina : reflections on my life and work. New York: Routledge. ISBN 0415910978
• Freire, Paulo. 1998. Politics and education. Los Angeles: UCLA Latin American Center Publications. ISBN 0879030844
• Freire, Paulo. 1998. Teachers as cultural workers: letters to those who dare teach. Boulder, CO: Westview Press. ISBN 0813323045
• Freire, Paulo. 2000. Pedagogy of freedom: ethics, democracy, and civic courage. Lanham: Rowman & Littlefield Publishers. ISBN 0847690474
• Freire, Paulo. 2000 (original work published 1970). Pedagogy of the oppressed. Continuum International Publishing Group. ISBN 0826412769
• Freire, Paulo, & Faundez, Antonio. 1989. Learning to question: A pedagogy of liberation. New York: Continuum Intl. ISBN 0826405096
• Freire, Paulo, & Freire, Ana Maria. 1994. Pedagogy of hope: Reliving pedagogy of the oppressed. New York: Continuum Intl. ISBN 0826405908
• Freire, Paulo, & Freire, Ana Maria. 1997. Pedagogy of the heart. New York: Continuum Intl. ISBN 0826410391

References

ISBN links support NWE through referral fees

• Brown, C. Stokes. 1975. Literacy in 30 hours: Paulo Freire's process in North East Brazil. London: Writers and Readers Publishing Cooperative. ISBN 0904613054
• Collins, Denis E. 1977. Paulo Freire, his life, works, and thought. New York: Paulist Press. ISBN 0809120569
• Communication Initiative. 2003. Pedagogy of the Oppressed by Paulo Freire - An Analysis. Retrieved on January 12, 2007. <http://www.comminit.com/changetheories/ctheories/changetheories-41.html>
• Elias, John L. 1993. Paulo Freire: Pedagogue of liberation. Malabar, FL.: Krieger Pub. Co. ISBN 0894648160
• Gibson, Rich. 2006. The Frozen Dialectics of Paulo Freire. San Diego State University. Retrieved on January 12, 2007. <http://www.pipeline.com/%7Erougeforum/freirecriticaledu.htm>
• Mackie, Robert. 1981. Literacy and revolution: The pedagogy of Paulo Freire. New York: Continuum Intl. ISBN 0826400558
• McLaren, Peter, & Lankshear, Colin. 1994. Politics of liberation: Paths from Freire. New York: Routledge. ISBN 0415091268
• O'Cadiz, Maria P., Wong, Pia L., & Torres, Carlos A. 1998. Education and democracy: Paulo Freire, social movements, and educational reform in São Paulo. Boulder, CO: Westview Press. ISBN 0813366283
• Ross, Wayne E. & Gibson, Rich. 2006. NeoLiberalism and Education Reform. Hampton Press. ISBN 1572736771
• Schipani, Daniel S. 1984. Conscientization and creativity: Paulo Freire and Christian education. Lanham: University Press of America. ISBN 0819138827
• Shor, Ira. 1987. Freire for the classroom: A sourcebook for liberatory teaching. 1st. ed. Portsmouth, NH: Boynton/Cook. ISBN 0867091975
• Taylor, Paul. 1993. The Texts of Paulo Freire. Open University Press. ISBN 0335190197

External links

• Paulo Freire – Biography on National-Louis University website
• Freire's Life and Work – Article by Peter Lownd from Paulo Freire Institute
• Pedagogy of the Oppressed – Full text edition of Paulo Freire’s work
• Quotations – Excerpts from Freire’s books
• Paulo Freire Online Resources –List of web resources on Freire’s work
• Freire’s work and bibliography – Extensive list of Freire’s publications and resources on him
• Reviews of Paulo Freire's Books – Reviews of several Freire’s books
• Paulo Freire and Revolutionary Pedagogy For Social Justice – Rich Gibson on Freire’s work
• How To Educate Adults Today In Perspective Of Paulo Freire – Article by Moacir Gadotti
• History, Praxis, and Change: Paulo Freire and the Politics of Literacy – Article by Gary A. Olson
• The Paulo Freire Institute – Official website of Freire’s Institute at UCLA
• Instituto Paulo Freire – Official website of Freire’s Institute in Spain

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