Sometimes a simple, almost insignificant gesture on the part of a teacher can have a profound formative effect on the life of… — Paulo Freire Copy Share Image
Through dialogue, the teacher-of-the-students and the students-of-the-teacher cease to exist and a new term emerges: teacher-student with students-teachers. — Paulo Freire Copy Share Image
Education as the exercise of domination stimulates the credulity of the students. — Paulo Freire Copy Share Image
This is the sense in which I am obliged to be a listener. To listen to the student's doubts, fears, and incompetencies… — Paulo Freire Copy Share Image
I am dealing with people and not with things. And, because I am dealing with people, I cannot refuse my wholehearted and… — Paulo Freire Copy Share Image
The teacher is of course an artist, but being an artist does not mean that he or she can make the profile,… — Paulo Freire Copy Share Image
Education must begin with the solution of the student-teacher contradiction, by reconciling the poles of the contradiction so that both are simultaneously… — Paulo Freire Copy Share Image
The atmosphere of the home is prolonged in the school, where the students soon discover thatin order to achieve some satisfaction they… — Paulo Freire Copy Share Image
Authentic thinking, thinking that is concerned about reality, does not take place in ivory tower isolation, but only in communication. If it… — Paulo Freire Copy Share Image
The role of the problem-posing educator is to create, together with the students, the conditions under which knowledge at the level of… — Paulo Freire Copy Share Image
Education as the exercise of domination stimulates the credulity of students, with the ideological intent (often not perceived by educators) of indoctrinating… — Paulo Freire Copy Share Image
Teachers and students (leadership and people), co-intent on reality, are both Subjects, not only in the task of unveiling that reality, and… — Paulo Freire Copy Share Image
It is impossible to talk of respect for students for the dignity that is in the process of coming to be, for… — Paulo Freire Copy Share Image
As one might expect, authoritarianism will at times cause children and students to adopt rebellious positions, defiant of any limit, discipline, or… — Paulo Freire Copy Share Image
This is the road I have tried to follow as a teacher: living my convictions; being open to the process of knowing… — Paulo Freire Copy Share Image
The more students work at storing the deposits entrusted to them, the less they develop the critical consciousness which would result from… — Paulo Freire Copy Share Image
In the banking concept of education, knowledge is a gift bestowed by those who consider themselves knowledgeable upon those whom they consider… — Paulo Freire Copy Share Image
How can I be an educator if I do not develop in myself a caring and loving attitude toward the student, which… — Paulo Freire Copy Share Image
Education must begin with the solution of the teacher-student contradiction, by reconciling the poles of the contradiction so that both are simultaneously… — Paulo Freire Copy Share Image
Whether the teacher is authoritarian, undisciplined, competent, incompetent, serious, irresponsible, involved, a lover of people and of life, cold, angry with the… — Paulo Freire Copy Share Image
Although the teachers or the students are not the same, the person in charge of education is being formed or re-formed as… — Paulo Freire Copy Share Image
The teacher is no longer merely the-one-who-teaches, but one who is him/herself taught in dialogue with the students, who in turn while… — Paulo Freire Copy Share Image
The teacher is of course an artist, but being an artist does not mean that he or she can make the profile, can shape… — Paulo Freire Copy Share
“if i am not in the world simply to adapt to it, but rather transform it, and if it is not possible to change… — Paulo Freire Copy Share
The earliest language was body language and, since this language is the language of questions, if we limit the questions, and if we only… — Paulo Freire Copy Share
The behavior and reactions of the oppressed, which lead the oppressor to practice cultural invasion, should evoke from the revolutionary a different theory of… — Paulo Freire Copy Share
“The fact that certain members of the oppressor class join the oppressed in their struggle for liberation, thus moving from one pole of the… — Paulo Freire Copy Share
“When a word is deprived of its dimension of action,reflection automatically suffers as well and the word is changed into idle chatter, into verbalism,into… — Paulo Freire Copy Share
A reader does not suddenly comprehend what is being read or studied, in a snap, miraculously. Comprehension needs to be worked forged, by those… — Paulo Freire Copy Share
“If I do not love the world, if I do not love life, if I do not love people, I cannot enter into dialogue.” — Paulo Freire Copy Share
[Humans'] capacity to intervene, to compare, to judge, to decide, to choose, to desist makes them capable of acts of greatness, of dignity, and,… — Paulo Freire Copy Share
If I am a pure product of genetic, cultural, or class determination, I have no responsibility for my action in the world and, therefore,… — Paulo Freire Copy Share
“To begin always anew, to make, to reconstruct, and to not spoil, to refuse to bureaucratize the mind, to understand and to live life… — Paulo Freire Copy Share
“The man or woman who proclaims devotion to the cause of liberation yet is unable to enter into communion with the people, whom he… — Paulo Freire Copy Share
One cannot expect positive results from an educational or political action program which fails to respect the particular view of the world held by… — Paulo Freire Copy Share
Any situation in which some men prevent others from engaging in the process of inquiry is one of violence;… to alienate humans from their… — Paulo Freire Copy Share
Educators need to know what happens in the world of the children with whom they work. They need to know the universe of their… — Paulo Freire Copy Share
