Pedagogy of the Oppressed First published in Portuguese in Pedagogy of the Oppressed was translated and published in English in The methodology of the late Paulo Freire has helped to empower countless impoverished a

  • Title: Pedagogy of the Oppressed
  • Author: Paulo Freire Myra Bergman Ramos Donaldo Macedo Richard Shaull
  • ISBN: 9780826412768
  • Page: 434
  • Format: Paperback
  • First published in Portuguese in 1968, Pedagogy of the Oppressed was translated and published in English in 1970 The methodology of the late Paulo Freire has helped to empower countless impoverished and illiterate people throughout the world Freire s work has taken on especial urgency in the United States and Western Europe, where the creation of a permanent underclass aFirst published in Portuguese in 1968, Pedagogy of the Oppressed was translated and published in English in 1970 The methodology of the late Paulo Freire has helped to empower countless impoverished and illiterate people throughout the world Freire s work has taken on especial urgency in the United States and Western Europe, where the creation of a permanent underclass among the underprivileged and minorities in cities and urban centers is increasingly accepted as the norm With a substantive new introduction on Freire s life and the remarkable impact of this book by writer and Freire confidant and authority Donaldo Macedo, this anniversary edition of Pedagogy of the Oppressed will inspire a new generation of educators, students, and general readers for years to come.For information, visit pedagogyoftheoppressed.

    • ¹ Pedagogy of the Oppressed || ↠ PDF Read by ☆ Paulo Freire Myra Bergman Ramos Donaldo Macedo Richard Shaull
      434 Paulo Freire Myra Bergman Ramos Donaldo Macedo Richard Shaull
    • thumbnail Title: ¹ Pedagogy of the Oppressed || ↠ PDF Read by ☆ Paulo Freire Myra Bergman Ramos Donaldo Macedo Richard Shaull
      Posted by:Paulo Freire Myra Bergman Ramos Donaldo Macedo Richard Shaull
      Published :2018-02-11T06:01:08+00:00

    One thought on “Pedagogy of the Oppressed”

    1. If you're into really sincere hippie guys, read this on the subway. They will swarm.Warning: they'll swarm even if you're not into them, so keep an "Atlas Shrugged" jacket handy!Actually, this book contains one of my guiding-light passages:"Any situation in which some individuals prevent others from engaging in the process of inquiry is one of violence. The means used are not important; to alienate human beings from their own decision-making is to change them into objects" (85).In my fascist sta [...]

    2. Just finished my annual rereading of this book. Again, teachers in inner-city America, teachers on the plains, teachers in rural America--read or reread this book now. With attempts to oppress our students inside the classroom with more and more standardized crap, this is more than ever a must-read.My original review: Here is one of those books I think they oughtn't let a teacher in front of a secondary classroom without having read. Even the most affluent of our students in contemporary public [...]

    3. This is one of those books you have to masticate and digest rather than swallow without chewing. Freire makes a salad of education, dialogue, poverty, consciousness, and liberation. He shares how the powerful have historically dehumanized much of society through subtle yet oppressive means via the aforementioned themes. One of his most outstanding lines of reasoning derives from coming alongside of the poor as the starting point in authentic dialogue paving the way for true education and ultimat [...]

    4. Such an important book for educators. In the United States, we waste so much time on standardized testing and coaching kids to value education only for an end goal (e.g college admissions, job security). We forget to use learning as a tool for improving the world and uplifting marginalized voices. Just look at the upcoming presidential election. If more of us followed Paulo Freire's method of careful action and thought, I doubt we would see the vitriol and ignorance and hate so common in contemp [...]

    5. I feel like its a cliche just rating it here at all, as if doing so stakes a claim to being progressive. I haven't read this text in some time, and although It did affect me when I did, I just worry that 5,000 people on the left have rated this book, and many of them will go into classrooms with the best of intentions only to recreate or reinvent oppression when they just can't understand why their students "don't get it" or "resist the liberation we're trying to give them."I once applied for a [...]

    6. Very little new can be said about Pedagogy of the Oppressed. Freire was exiled from Brazil in 1964 for having the temerity to help the poor in his native country begin to learn literacy in the context of taking action for themselves. Uneducated as many of the rural poor were (and still are), Freire thought that learning to read and write for them might be linked to actual community needs. His goal was cultural consciousness, self-efficacy, transformation, with love, and in the process, dignity. [...]

    7. لأني لم أعد أجد قشعريرة النشوة عند سماع الهتافات أو رؤيا المسيرة .ويوما بعد يوم يصرخ فيّ صوتا أرجو له الإعدام : بربكِ ما نفعها الدماء إن كانت فقط معراجاً لمانحها إلى فردوسٍ لا يشكو ازدحام، وهوةً لسافحها إلى جحيمٍ يشتهي المزيد؟؟ولو قامت بمثل ذلك فقط ألفُ ثورة وثورة ما الضامن ل [...]

    8. The oppressors do not perceive their monopoly on having more as a privilege which dehumanizes others and themselves. They cannot see that, in the egoistic pursuit of having as a possessive class, they suffocate in their possessions and no longer are; they merely have. For them, having more is an inalienable right, a right they acquired through their own "effort", with their "courage to take risks". If others do not have more, it is because they are incompetent and lazy, and worst of all is their [...]

    9. هذا الكتاب على بساطته من أسس الفكر الثوري الحديث، وقضيته الرئيسة في كسر منظومة القهر وألا يكرر المقهورون صنع نظام القاهرين، وكيف على القادة الثوريين أن يحاوروا الشعب بندية تشاركية لا كتعليم فوقي حتى يشترك في الثورة التي ستحرره من منظومة القهر.

    10. I just finished reading Paulo Freire's Pedagogy of the Oppressed. It was life altering, as I knew it would be, and pointed the way forward clearly to how we can begin the revolution. If our aim is, as loving humans, to eradicate homelessness, poverty, racism, classism, and sexism, our revolution must be educative and cultural. Educative meaning that it is a process of reflection, critical thinking, and dialogue; cultural meaning that it must act decisively on our ways of being and inhabiting soc [...]

    11. A must-read for anyone engaged in education, as well as all those involved in grassroots social change. How does one teach others, particularly those who have been oppressed in our society, without at the same time becoming merely another outside force of domination? How do those who are oppressed escape oppression, without merely joining the ranks of the those currently in power and responsible for the oppression? Freire, one of the first to truly address these questions, handles them capably, [...]

    12. Perhaps I have been reading in the wrong order. I’m very familiar with the idea of dialogic pedagogy, mainly from my PGCE and reading Radical Education and the Common School, which is about liberatory education for children and young people as well as adults (as Freire points out, this idea of education is lifelong, all-encompassing, and positions teachers as learners and learners as teachers). I fervently believe that this idea of learning is the golden key shining in our hands towards a worl [...]

    13. This was a chore to read. Either the original writing is in a style lacking art or the translation from Portuguese either has issues or the translator lacks. Beyond what makes for an unpleasant read, many of the ideas in the book are obviously for another time and place (1960's Brazil) and presenting an idealogy that has not only failed miserably in every attempt but has actually seen some of the most oppressive regimes in history (Soviet Union, Khmer Rouge, North Korea, Maoist China and more). [...]

    14. تحاملت على نفسي لكي أكمله، التنظير في الكتاب يفوق الوصف مع فقر شديد في اﻷمثلة الموضحة، باﻹضافة إلى اﻹعادة واﻹزادة لنفس اﻷفكار في كثير من المواضع، أعتقد لو أنني قرأت كتاباً عن هذا الكتاب يقوم بعرض ما جاء به لكان أفضل، بعض الكتب تكون أفضل حالاً إذا قرأت عنها بدلاً من أن تقرأ [...]

    15. I see this book floating around on booktube recently. It makes me both very happy and terrified to think it could be getting a wider readership. Of all my course in Uni, the one that included this as a text was the most raw & memorable: "Native Canadian World Views" So how do I review this book when it's tied so closely to the emotional impact of that uni course? Focusing only on this book as an object of paper & ink: It's dense, powerful, moving theory crammed into about 100 pages. Most [...]

    16. This book has been on my reading list for the past year based on great recommendations on ; I’m happy to say that it lived up to the hype. I started to get hooked reading the introduction by Donald Macedo. His use of the term “culturally schizophrenic” resonates with me because it reminds me (a little bit) of how I felt as a woman, working in engineering, in the Navy. I felt compartmentalized, like the different parts of my world did not connect. I don’t think it was exactly the same fee [...]

    17. This book represents a huge disappointment, because it could have been brilliant in its totality.In a nutshell the book is about the methodology/means of libertarian education. How traditional teaching methods implicitly reproduce dominant ideology and instill passivity in their subjects. The means by which this is subverted, Freire suggests, is by rejecting teacher-student centred teaching, assessing and pushing the boundaries of learners conciousness through problem-posing. This develops educa [...]

    18. 'Pedagogy of the Oppressed' was first published nearly fifty years ago, yet read to me as a fresh, powerful, and relevant text, both on a personal and social level. On the personal front, it reminded me of how much I prefer small group teaching to lecturing. In the former case, I used to facilitate and guide critical discussions on a topic with three or four students who had written an essay about it. It was obvious in such discussions whether the students had read about the topic, whether they [...]

    19. Complete crap.A more obtuse and overly-abstract espousing of silly theories resulting in useless do-gooderism could hardly be possible.If Freire said he did ABC actions to free people through education and measured XYZ results in specific improvements in quality of life, then he might have won respect despite his pernicious theory. But Freire dressed it up in fancy language to hide what was really going on. If he were honest, he would speak clearly. This is therefore a dishonest book.Avoid. Avoi [...]

    20. الكتاب من الكتب التأسيسية في نظرية التعليم النقدي أو التربية النقدية. ويعد الكاتب من مؤسسي هذه النظرية وأبرز منظريها.ينقد الكاتب فكرة التعليم التقليدي وأسماه "البنكي" الذي يحوّل الطالب لمتلقي والمعلم لمالك للمعرفة. ويدعو لتعزيز الاستقلالية لدى المتعلم، واحترام ما لديه من م [...]

    21. I've seen quotes from this that burned with fierce fire into my brain (ex: "Any situation in which some individuals prevent others from engaging in the process of inquiry is one of violence. The means used are not important; to alienate human beings from their own decision-making is to change them into objects"), so hopefully someday I'll read the whole thing.

    22. Writing a review of this is a challenge in part because the book has had such a powerful effect on my approach to education, and as such to everything I do as a University teacher. I come back to it regularly to remind myself that the topical fads in pedagogy (such as the claims made for student centred active learning, so hip in British HE in the late 2000s and early 2010s) are not as new as many of their protagonists claim. In many cases thay are a politically diluted version of a more deep se [...]

    23. عرفت الكتاب من برنامج "بره الصندوق" للبمشهندس ايمن عبد الرحيم اخترت ابدأ فيه عشان صغير بس اللي اتفاجئت به انه علي الرغم من صغر حجمه الا انه اخد وقت كتير في قرائته اكتر من اسبوعين احبطني جدا صفات كتيرة من المقهورين انطبقت عليا نموذج التعليم البنكي : هو ده التعليم اللي اتعلمته [...]

    24. Freire's theory of reflective action as way to resist oppression (with education as the primary vehicle) is the theory that most influences my teaching.If you are a teacher or interested in the philosophy of education. Read. This. Book."Human existence cannot be silent, nor can it be nourished by false words, but only by true words, with which men and women transform the world. To exist, humanely, is to name the world, to change it. Once named, the world in its turn reappears to the namers as a [...]

    25. The memory of this book is somewhat painful for me. I was assigned to read it in my first year in college, failed to do so, and tried to fake my way through the Seminar. I’ve suppressed the memory of exactly what it was I said that brought the entire class to an embarrassed halt, but I know it hinged on my not knowing what the word “pedagogy” meant (pro tip: it has almost nothing to do with “demagogy”). Since I’ve never really read it through, I’ll forego giving it a star rating.Lo [...]

    26. I read this book in Portuguese after my friend read it as part of her reserach for her masters in English. She had described her problem with "the ontological vocation to be more fully human" as it is phrased in her translation. This translation, I believe, is less literal than it needs to be, and it emphasizes a particular humanist project that would postition the opressed as not having a constituent humanness. The Portugeuse would have it "sua ontológica vocação de Ser Mais" which I woul [...]

    27. Freire critical pedagogy can be easily confused with missionary education that colonizers used for years (like British in India or Portuguese in Brazil etc). Educating the oppressed by the oppressor can have several negative connotation, primarily erasure of sense of local history. This is predominant during colonization as there was an urgency to understand local history and align to their world view. Freire hypothesizes that educators have the duty to identify oppression in any form; though op [...]

    28. In my opinion, this is nothing short of the most important book written in the 20th century, and perhaps in the second half of the last millennium. It correctly recognizes the tension between oppression and liberation as a journey rather than a singular conflict, and acts as an unparalleled navigational tool on that journey.Much is often said of the books second chapter, and indeed, that was my introduction to the book (in a writing course at Columbia). The criticism of the "banking style" educa [...]

    29. p.60"Our converts, on the other hand, truly desire to transform the unjust order; but because of their background they believe that they must be the executors of the transformation. They talk about the people, but they do not trust them; and trusting the people is the indispensable precondition for revolutionary change."P.87 The word as the essence of dialogue, "there is no true word that is not at the same time a praxis. Thus, to speak a true word is to transform the world."Sacrifice of action [...]

    30. This was amazing. Aside from a few weird pages comparing animals to humans in chapter 3, I found everything in this book incredibly valuable. His audience is Leftists. This book does not try to convert people to believing in the need for change. It is like an instruction manual for those who wish to see it come about. He describes in detail the causes of so many problems. He criticizes and directs Leftists. His critiques are spot-on. He settles so many mental issues I've struggled with myself, a [...]

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