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Paulo freire and adult education

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  • His theories that have been used, principally in Third World countries, to bring literacy to the poor and to transform the field of education.Freire's construct overlaps with Marxist (social democratic) and Christian views of organizing for social change.
  • Pedagogy of the Oppressed, I found the author’s views to be very valuable in inspiring the masses of Brazil. Freire does not simply write his book for only the wretched of South America but his book contains some fundamental references for societal change in the context of education. compares and contrasts the lives of uneducated peasants and the lives of the educated Brazilians. He argues that the uneducated will only live in ignorance when there is not an alternative to explore knowledge. He believes that once the uneducated becomes educated, the possibilities of making a contribution in his or her community are limitless. He explains that an oppressed person can only accept oppression as an acceptable means of life since oppression is the only form of life that has been introduced to him or her. I like the most was the part in which he argues that the oppressed becomes liberated and begins to question every aspect of society. Now the oppressed and the oppressor have joined hands to mutually find their liberation. This mutual process begins the journey of self-fulfillment and inquiry. Throughout this and subsequent books, he argues for system of education that emphasizes learning as an act of culture and freedom.
  • an opportunity to relive and excavate the process and journeys which directed the development of his pedagogical thought.Revolutionary activities for social transformationRather, hope is an active force which is imperative to the success of problem-posing education and the conscientization process. Conversely, hopelessness is a “concrete 具體的entity本質" (p. 8) created by economic, historical and social forces of oppression, and is intensified in the absence of a "critical knowledge of reality" (p. 30). According to his comments in Pedagogy of Hope, he was recruited by Grenadian government officials to put together their literacy projects and made two visits to Grenada two visits to Grenada in Latin Americacomprehension of oppression is "indispensable" (p. 31) to a new vision of the world based on justice and freedom. Hope helps us to "understand human existence, and the struggle needed to improve it.." (p. 8). Greater emphasisrole of Economic conditions in processes of social changepeople more hopeful about the possibilities to take chances and improve their lives


  • 1. Paulo Freire & Adult Education
    Tsai, Hsin-Ling vs. Lu, Wei
    2010/ 10/21 CIED
  • 2. Outline
    Paulo Freire
    Resources of Hope
    Authority and Freedom
  • 3. Who is Paulo Freire
    • 1921.9.19 - 1997.5.2
    • 4. Brazilian educator, philosopher
    • 5. Influential theorist of critical pedagogy
    • 6. Bring literacy to Third World countries
    • 7. Lawyer, language teacher, adult educator and workers’ trainer, Director of the Department of Cultural Extension of the University, and special educational advisor to the World Congress of Churches
  • Ideology
    Education as the Practice of Freedom (1967,1974)
    liberating education
    mutually created dialogue
    Pedagogy of the Oppressed (1970)
    the oppressed becomes liberated and begins to question every aspect of society.
    He argued for system of education that emphasizes learning as an act of culture and freedom.
    Critical Consciousness (Conscientization)
    a process by which the learner advances towards critical consciousness
  • 8. Pedagogy of Hope(1994)
    Relive and excavate the process and journeys
    Hopeand hopelessness. Concrete entity
    Revolution activities, repudiates evolutionary economic determinist theory
    History is the time and space of possibility
    Hope about the possibilities to take chances and improve their lives
    literacy = critical consciousness = revolution
    Interests of capitalism and
    Economic conditions in processes of social change
  • 9. Love
    Love, core of educational process
    Love, driving progressive
    The essence of dialogue
    Authentic Revolutionaries.  

  • 10. Education in Its Broadest Context
    • Educators should engage with the system and be tactically inside and strategically outside the system.
    • 11. Freire touches on the role of social movements as important vehicles for social change.
    • 12. Freire insisted that education should not be romanticized and that teachers ought to engage in a much larger public sphere.
  • Praxis
    • Freire regarded praxis as a central concept in question.
    • 13. Praxis constitutes the means of gaining critical distance from one’s world of action to engage in reflection geared toward transformative action.
  • Authority and Freedom
    • Authority is necessary to the freedom of the students and my own. The teacher is absolutely necessary. What is bad, what is not necessary, is authoritarianism, but not authority.
    • 14. The educator’s directivity should not interfere with the creative, formulative, investigative capacity of the educand.
  • Some criticisms
    • His talking books broach many subjects but not always in the depth required.
    • 15. Freire overemphasized on popular culture.
    • 16. He produced one book too many, and there is quite a lot of repetition across these books.
  • 17.   Quotes of Paulo Freire
    "Education either functions as an instrument which is used to facilitate integration of the younger generation into the logic of the present system and bring about conformity or it becomes the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world." — Paulo Freire (Pedagogy of the Oppressed)
    "It is not the unloved who initiate disaffection, but those who cannot love because they love only themselves. It is not the helpless, subject to terror, who initiate terror, but the violent, who with their power create the concrete situation which begets the 'rejects of life.' It is not the tyrannized who initiate despotism, but the tyrants. It is not those whose humanity is denied them who negate humankind, but those who denied that humanity (thus negating their own as well). Force is used not by those who have become weak under the preponderance of the strong, but by the strong who have emasculated them." — Paulo Freire (Pedagogy of the Oppressed)
  • 18. The End