Pedagogy-of-the-Oppressed-Analysis.docx

Pedagogy-of-the-Oppressed-Analysis.docx - Pedagogy of the...

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Pedagogy of the Oppressed Analysis Paulo Freire Context print Print document PDF list Cite link Link Having survived a childhood of extreme poverty, Paulo Freire was intimately aware of the dehumanization that deprivation creates. At a young age, he vowed to dedicate his life to the “struggle against hunger,” and as an adult, he kept that vow by undertaking the education of thousands of illiterate Brazilian and Chilean peasants who were the victims of paternalism, indigence, and disenfranchisement. His views on education and the struggle for liberty are captured in Pedagogy of the Oppressed , the first of his writings to be translated and published in the United States and, therefore, the work that introduced his research and methodology to the American academic world and general public. Some critics found the work vague, redundant, and needlessly complex, however, the greatest objections were caused by its content. Some felt the work advocated revolution and others criticized the work for its liberal use of quotes and concepts from socialist and communist leaders Vladimir Lenin, Karl Marx, Mao Zedong, and others. It was obvious, however, that Freire had developed a unique educational method that worked within the parameters of his environment. Literacy and Liberty print Print document PDF list Cite
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link Link During the twentieth century, South America was a region marked by political unrest and turmoil. Although a democratic election policy was in place in Brazil, the population consisted largely of peasants whose illiteracy made them legally unqualified to vote. In an effort to remedy this problem, the University of Recife in Brazil created the Cultural Extension Service, which undertook the literacy training of thousands. Freire was named the first director of this organization. When he began the education process, Freire was appalled at the curriculum and texts that were then in use. The curriculum was structured in accordance with what he labeled the “banking system of education,” wherein the teacher speaks and the students listen, memorize, and recite. The textbooks were compiled using a sophisticated vocabulary and imbued in middle-and upper- class values. Freire felt this information would be of little use to a primarily agrarian, impoverished population. Therefore, he devised a workable system based on the milieu of the people, employing their day-to-day language and concepts and encouraging dialogue and critical thinking. He felt that true education could not be accomplished until the teacher and student realized that each simultaneously plays both roles. Additionally, he believed peasants should be empowered through the educational process, so he undertook their political, sociological, and historical training.
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