Presentation by Eleana D.

Avila

Paulo Freire

Taguig City University BSE - ENG A2022

Paulo Freire
• Paulo Reglus Neves Freire (1921 - 1997)
• A Brazilian educator and philosopher in the
20th century.
• Father of critical pedagogy.
• His goal was to help people through his
philosophy and critical pedagogy and
eradicate illiteracy.
Important Works
• Pedagogy of the oppressed (1970)
• Culture action for freedom (1970)
• Education for consciousness (1973)
• Conscientization (1975)
• Pedagogy is process (1978)
• Pedagogy of the city (1993)
• Pedagogy of liberation (1992)
• Pedagogy of freedom (1998)
• Politics of education (1998)
• Teacher as cultural workers: letter to those dare teach
 Biography
• Paulo Reglus Neves Freire was born in Recife on September 19, 1921.

• Raised in a middle-class family.

• Experienced the effects of the Great Depression in the 1930s at just the age of 10.

• Constructed a view and commitment to helping the poor.

• Finished secondary school through reduced tuition granted by Oswaldo Cruz’s

principal; Aluízio Pessoa de Araújo.

• In 1942, Freire began teaching Portuguese in the secondary school he graduated

from.
Aims of Education
• Education is a tool for liberation.
• Education is a political act.
• Education is communion between participants.
• Education is not a set commodity.
• Learning begins with action.
• Students shouldn’t be viewed as empty accounts.
• Education is a phenomenon in which educators and educatee,
educate each other.
• Education is a critical understanding of reality.
• The method of education must start from the life situation and
reality.
 Page 06

Banking System
• a term used by Freire to describe the
current situation of the education
Teacher
system
• students become depositories and
teachers the depositor
• oppressive in nature students
• students are not encouraged
 1. The teacher teaches while the students are taught.
2. The teacher knows everything while the students are
ignorant.
3. The teacher thinks while the students are thought about.
Characteristics 4. The teacher narrates and the students listen.
5. The teacher disciplines and the students are disciplined.
6. The teacher chooses and the students comply.
7. The teacher acts and the students observe.
8. The teacher sets the curriculum and the students adapt to it.
9. The teacher claims authority to oppress the students.
10. The teacher is the subject while the students are objects.

(Freire, 1970, p. 73)

 Problem-Posing System of Education
as a Critical Pedagogy

Critical Pedagogy
• an educational approach that teaches students critical awareness
(conscientização)
• conscientização is often described as the process of becoming aware of
social and political contradictions and then to act against the oppressive
elements of our sociopolitical conditions. (Diaz, 2014)
• utilizes dialogue between the teacher and the student

Teacher students
 • Enhances the learner's critical awareness.
• This methodology is problem-based.
• Builds a fair and egalitarian society
• Instead of one-way knowledge transfer, the emphasis is on
Characteristics dialogue.
• Education that is fair and equal.
• Encourages independence and intellectual development.
 Problem-Posing System of Education
as a Critical Pedagogy

Problem-posing System
• an alternative to the banking education system
• both students and teachers discuss and analyze a problem in a situation, and
solve it after the discussion.

Teacher students
 • The strategy of posing problems encourages
learners to think critically.
• The process of problem-posing encourages pupils to

Characteristics actively consider and impact their world.

• It demonstrates a strong bond between the teacher
and the students.
• Together, the teacher and students will learn as they
go through the learning process.
“Education does not transform the world. Education changes
the people. People change the world.”
-Paulo Freire