Paulo Freire was a Brazilian educator known for his critical views on education, particularly his opposition to 'banking education,' where students are passive recipients of knowledge. He advocated for a problem-posing approach that encourages dialogue and critical consciousness, aiming to empower learners to transform their societal realities. Freire's philosophy emphasizes the importance of self-education, critical literacy, and the need for education to challenge existing power structures to promote humanization and freedom.

1. Freire's
Philosophical
Views on
Education

2. Background
Concepts
Views
Applications
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3. Background
Concepts
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4. Background
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5. Presented by:
Mitch Cyrel B. Peralta
1922-1977
FREIRE
PAULO

6. Who is Paulo
Freire?
was a Brazilian educator who has made a
profound impact not only in education but also in
the overall struggle for national development, in
the third world countries. The methodology he
developed for the education was considered to be
a threat for the established order for quite
sometimes and he was jailed for seventy days and
later on forced to leave Brazil for 20 years.

7. Who is Paulo
Freire?
He spent five years working with UNESCO and
the Children Institute for Agrarian reform in the
programs of adult education. He also worked at
various other institutions and received honorary
degrees from 29 universities in Europe and
North America.

8. Freire wrote all together 20 books
which were translated in more than
18 languages, out of which
‘Pedagogy of the Oppressed is the
most famous written in 1970.

9.  For Freire, education must be centered upon
developing critically conscious, 'humanized',
learners who act to liberate themselves, and the
world, from injustice.
 Freire's goal was to eradicate illiteracy
among people from previously colonized
countries and continents.

10. Background
Concepts
Views
Applications
Table
of
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11. CONCEPTS
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12. Key concepts……
 Conscientization - process of developing a critical
awareness of one’s social reality through reflection and
action. Action is fundamental because it is the process of
changing the reality.
 Codification - way of gathering information in order to
build up a picture (codify) around real situations and real
people.

13. Key concepts……
 Praxis (Action/Reflection) - act together upon their
environment in order critically to reflect upon their
reality and so transform it through further action and
critical reflection
 Generative Themes - characterized by a complex of
ideas, concepts, hopes, doubts, values and challenges in
dialectical interaction with their opposites striving
towards their fulfilment.

14. Key concepts……
 Easter Experience - those who authentically commit
themselves to the people must re-examine themselves
constantly.
 Dialogue - question what he or she knows and realize
that through dialogue existing thoughts will change and
new knowledge will be created.

15. Key concepts……
 Banking Education - Freire has introduced the new
terminology of ‘banking’ concept in education. In other
words the teacher turns the students into ‘containers’,
into ‘receptacles’ to be filled. Education thus becomes an
act of depositing, in which the students are the
depositories and the teacher is the depositor

16. Key concepts……
 Characteristics of Banking Education
•The teacher teaches and the students are taught
•The teacher knows everything and the student know nothing
•The teacher thinks and the students are thought about
•The teacher talks and the students listen
•The teacher disciplines and the students are disciplined

17. Key concepts……
 The teacher chooses and he enforces his choice, and the
students comply
 The teacher acts and the students have the illusion of acting
through the action of the teacher.
 The teacher confuses the authority of knowledge with his
own professional authority which he sets in opposition to
the freedom of the students.
 The teacher is the subject of the learning process.

18. Key concepts……
 the contrast between "banking" education (in which facts are deposited
into the minds of passive students) and problem-posing education;
 the educational process is never neutral. People can be passive
recipients of knowledge - whatever the content - or they can engage
in a ‘problem-posing’ approach in which they become active
participants.
 it is essential that people link knowledge to action so that they actively
work to change their societies at a local level and beyond.

19. What is the main point of
Pedagogy of the Oppressed by
Paulo Freire?
 It is to allow all individuals to become fully human so that no
oppression can exist. Freire states that once the oppressed
understand their own oppression and discovers their oppressors,
the next step is dialogue, or discussion with others to reach the
goal of humanization.

20. What is the main point of
Pedagogy of the Oppressed by
Paulo Freire?
 It is to allow all individuals to become fully human so that no
oppression can exist. Freire states that once the oppressed
understand their own oppression and discovers their oppressors,
the next step is dialogue, or discussion with others to reach the
goal of humanization.

21. Background
Concepts
Views
Applications
Table
of
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22. VIEWS
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23. Freire’s views on
education
The education system must help learners to develop their
own ideas and capitalize on their abilities as being active
participants in changing their world.
Criticized the dominant in society and did not appreciate
the traditional method of the education (Banking
Education) in which knowledge is presented by the teacher
through a predetermined set of curriculum.

24. Freire’s views on
education
Dialogue between the teacher and learner was of
paramount importance as this encourages responsibility
and autonomy for both.
He encouraged teachers to make their class more
democratic - students become active learners while
maintaining mutual respect

25. Freire’s views on
education
Empowerment of the learner, encouraging people to be
masters of their own destiny.
Learners must work towards maximizing their skills and
abilities and see how they can change the world in which
they live.

26. Freire’s views on
education
Freire believed that the goal of education should be
freedom to speak, think and act in an authentic way.
Learners must work towards maximizing their skills and
abilities and see how they can change the world in which
they live.

27. Power Awareness
Freire believed that education is not neutral; it
either reinforces existing power structures or
challenges them. Through education, students
should become aware of how power operates in
their lives and communities, enabling them to
challenge oppression and inequality.

28. Critical Literacy
Freire emphasized the importance of "reading the
world," not just reading words. Education should
empower students to question and analyze the
underlying social, political, and economic messages in
texts and in their environment. This goes beyond basic
literacy and seeks to foster critical thinking about
societal structures.

29. Desocialization
Freire believed that education should help individuals
break free from the social conditioning that limits their
thinking and action. He called for a process of
"desocialization," where students unlearn the dominant
ideologies imposed by society that perpetuate inequality,
allowing them to think more freely and critically.

30. Self-Education
Freire saw education as a lifelong process where
individuals take charge of their own learning. Self-
education means empowering learners to become active
participants in their own educational journey, fostering
a sense of autonomy and responsibility for their
personal and social development.

31.  To him, learners must realize that their learning is
their duty and is of utmost importance for them to
properly integrate and function in this contemporary
time of the twenty-first century global technological
village we called the world.
Acquiring critical consciousness is
seen as a key facet in the
education process

32. Background
Concepts
Views
Applications
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of
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33. Applications
4

34.  Teachers should pose problems then allow students to come up
with answers. Instead of telling students to do, teachers can allow
them to think for themselves by allowing them to think of real
world experiences. For example a teacher teaching the concept of
clouds instead of telling students the characteristics of the clouds,
have them go outside and identify the clouds then tell how they
look, therefore they will define the characteristics of each types of
clouds for themselves.
Application of Freire’s Philosophy
in the Classroom

35.  The teacher-student and the students-teachers need to
work together to identify the themes to create the
program content or educational units of study.
Application

36.  Teachers should not be dictators, rather teachers and
students should work as a unit. Teachers should also be
opened minded to the fact that they too learn in the
process.
Application

37.  Encouragement of conversation, or dialogue as critical
thinking and dialogue are intimately linked. In order for
students to be able to solve problems, they must first
become.
Application

38. Conclusion
Paulo Freire theorized that education cannot be neutral; it can either be
domesticating or liberating.
The main principle of Freire’s approach to education is to present knowledge
problematically in a problem posing dialogue which offers more opportunities for
students to participate actively and to reflect critically.
The teacher is no longer an information giver but a co-communicator with students
in the dialogue. Both teacher and students should share the responsibility in
managing and directing the learning process.
Students should get a chance to problem solve and explore various options related
to the topic they are pursuing. They should also be able to link information to their
everyday life

39. Than
k
You!

40. Mitch Cyrel B.
Peralta
pmitchcyrel@gmail.com
Bayabas, Pico, La Trinidad, Benguet
mitchcyrel.peralta
+093-592-0655