Freire was born September 19, 1921 to a middle class family in Recife, Pernambuco. Freire became familiar with poverty and hunger during the Great Depression of the 1930s. In 1931 the family moved to the less expensive city of Jaboatão dos Guararapes, and in 1933 his father died. middle classRecifePernambucoGreat DepressionJaboatão dos Guararapes

Pedagogy of the Oppressed is the most widely known of educator Paulo Freire's works. It proposes a pedagogy with a new relationship between teacher, student, and society. It was first published in Portuguese in 1968, and was translated and published in English in 1970.Paulo Freirepedagogy

In terms of actual pedagogy, 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. He notes that "it transforms students into receiving objects. It attempts to control thinking and action, leads men and women to adjust to the world, and inhibits their creative power" (Freire, 1970, p. 77).

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. He goes so far as to say that Education must begin with the solution of the teacher-student contradiction, by reconciling the poles of the contradiction so that both are simultaneously students and teachers (Freire, 1970, p. 72). 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. Freire however insists that educator and student, though sharing democratic social relations of education, are not on an equal footing, but the educator must be humble enough to be disposed to relearn that which she/he already thinks she/he knows, through interaction with the learner.

According to Freire, the system of dominant social relations create a culture of silence that instills a negative, silenced and suppressed self-image into the oppressed. The learner must develop a critical consciousness in order to recognize that this culture of silence is created to oppress.

Is a Philosophy of Education described by Henry Giroux as an "educational movement, guided by passion and principle, to help students develop consciousness of freedom, recognize authoritarian tendencies, and connect knowledge to power and the ability to take constructive action.hilosophy of Education Henry Girouxconsciousness

Critical pedagogy includes relationships between teaching and learning. This proponents claim that it is a continuous process of what they call "unlearning," "learning" and "relearning," "reflection," "evaluation," and the impact that these actions have on the students, in particular students whom they believe have been historically and continue to be disenfranchised by what they call "traditional schooling."

Es necesario desarrollar una pedagogía de la pregunta. Siempre estamos escuchando una pedagogía de la respuesta. Los profesores contestan a preguntas que los alumnos no han hecho. Mi visión de la alfabetización va más allá del ba, be, bi, bo, bu. Porque implica una comprensión crítica de la realidad social, política y económica en la que está el alfabetizado. Enseñar exige respeto a los saberes de los educandos. Enseñar exige la corporización de las palabras por el ejemplo. Enseñar exige respeto a la autonomía del ser del educando. Enseñar exige seguridad, capacidad profesional y generosidad. Enseñar exige saber escuchar. Nadie es, si se prohíbe que otros sean. La Pedagogía del oprimido, deja de ser del oprimido y pasa a ser la pedagogía de los hombres en proceso de permanente liberación. No hay palabra verdadera que no sea unión inquebrantable entre acción y reflexión. Decir la palabra verdadera es transformar al mundo. Decir que los hombres son personas y como personas son libres y no hacer nada para lograr concretamente que esta afirmación sea objetiva, es una farsa. El hombre es hombre, y el mundo es mundo. En la medida en que ambos se encuentran en una relación permanente, el hombre transformando al mundo sufre los efectos de su propia transformación. El estudio no se mide por el número de páginas leídas en una noche, ni por la cantidad de libros leídos en un semestre. Estudiar no es un acto de consumir ideas, sino de crearlas y recrearlas Solo educadores autoritarios niegan la solidaridad entre el acto de educar y el acto de ser educados por los educandos. Todos nosotros sabemos algo. Todos nosotros ignoramos algo. Por eso, aprendemos siempre La cultura no es atributo exclusivo de la burguesía. Los llamados «ignorantes» son hombres y mujeres cultos a los que se les ha negado el derecho de expresarse y por ello son sometidos a vivir en una «cultura del silencio». Alfabetizarse no es aprender a repetir palabras, sino a decir su palabra. Defendemos el proceso revolucionario como una acción cultural dialogada conjuntamente con el acceso al poder en el esfuerzo serio y profundo de concientización. La ciencia y la tecnología, en la sociedad revolucionaria, deben estar al servicio de la liberación permanente de la HUMANIZACIÓN del hombre.

http/enwikipedia.org/wiki/ pedagogy.of_the_opprese http/enwikipedia.org/wiki/Paulo_Freir http/enwikipedia.org/wiki/critical_pedagogy http/enwikipedia.org/wiki/paulo_freire# las_20M.c3.A1ximas_de_paulo-freire