Educational Thoughts of Paulo Freire - Dr.C.Thanavathi

1. Educational thoughts of Paulo
Freire
Unit III – Child Centered Education
Dr.C.Thanavathi
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2. PauloFreire
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3. Biography
 Freire was born in Brazil on September 19, 1921.
 Educated
 traditional upper-class boys private high school.
 1934 University of Recife in Brazil, law student.
 Ph.D.Thesis,“Present-day Education in Brazil. 1959
 Died May 2, 1997
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4.  Paulo Freire (1921-1997)
  Brazilian philosopher
  Father of critical pedagogy
  Bring literacy to third
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5. PauloFreire’s
Educational
Views
 Education is a cultural tool for liberation from oppression.
 Education is always a political act.
 Education is a communion between participants in a
dialogue.
 Knowledge is not a set commodity.
 Learning begins with action.
 Students should not be viewed as an empty account
 Education is a phenomenon in which educator and
educatee each other through the act of education
 Education is a critical understanding of reality
 The method of education must starts from the life situation
and reality of people
 Educational practice is not an extension, but a
communication.
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6.  Freire developed his own educational theory known as
conscientization.
 A formation of critical consciousness which allowed
people to question and inquire about various the
historical and social situations they learn about.
“Education as the practice of freedom
 Freire's vision was for an education system that was
based creative learning and freedom to think
differently.
 Freire's method became known as the “problem
posing” concept, allowing students to converse with
their instructor during the learning course.
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7. Foundationsof
Freire
 To Name
 To Reflect
 To Act
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8. To Name:
 Named the World
 Gave a voice to those who were oppressed, so
educators who served them could better battle their
oppression.
 conscientization - developing consciousness, but
consciousness that is understood to have the power to
transform reality' (Taylor 1993: 52).
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9. Reflection:
 Dialogue & Conversation 'Dialogue', Freire says, 'is the
encounter between men, mediated by the world, in
order to name the world'.
 Situational Educational Activity
 Freire was concerned about using the imagination to
produce new possible ways of naming and acting in the
world when working with people around literacy's.
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10. To Act:
 Praxis
 This action is not merely the doing of something, which
Freire describes as activism. ( Taylor, 1993,
http://www.infed.org/biblio/b-praxis.htm)
 It is not simply action based on reflection. It is action
which embodies qualities which include a commitment
to human well being, a search for truth, and a respect
for others. (Carr and Kemmis, 1986, pg. 190)
 This enables society to act in ways which produce
justice and allow mankind to flourish.
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11. Teachersas
Cultural
Workers:
Letters to those who Dare Teach Fourth Letter- On the Indispensable
Qualities of progressive Teachers for Their Better Performance
Attributes Indispensable to Progressive Teachers
 Humility – requiring courage, self-confidence, self-respect, and
respect for others
 Lovingness – no only for the student, but also toward the process of
learning
 Courage – to fight, to love, and to conquer fears to be a political
agent of change to improve democracy.
 Tolerance – requires respect, discipline, and ethics.
 Decisiveness – ability to make decisions
 Security – confidence in one’s actions
 Wisdom – to use both patience and impatience in unison to work
patiently impatient, never surrendering entirely to either.
 Verbal Parsimony – Those who live in the assumption of patience-
impatience will rarely lose control over their words; they will rarely
exceed the limits of considered yet energetic discourse.
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12. Progressive
TeacherQualities
CreateSchools
produce:
 Thinking
 participation
 creation
 Speaking/Dialogue
 love
 Ability to guess and passionately embraces and says
yes to life.
 A school which does not quiet down and quit.
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13. TeachersRights
 Freedom in Teaching
 The right to speak
 The right to better conditions for pedagogical work
 The right to paid sabbaticals for continuing education
 The right to be coherent
 The right to criticize the authorities without fear of
retaliation.
 The right and duty to be serious and coherent and to
not have to lie to survive.
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14. Theteachershadcome
toclasswitha
monologuesetand
readytoteachtothekids
withorwithout
questions
 The discovery learning literature often claims the following advantages:
 Supports active engagement of the learner in the learning process
 Fosters curiosity
 Enables the development of life long learning skills
 Personalizes the learning experience
 Highly motivating as it allows individuals the opportunity to experiment
and discover something for themselves
 Builds on learner's prior knowledge and understanding
 Develops a sense of independence and autonomy
 Make them responsible for their own mistakes and results
 Learning as most adults learn on the job and in real life situations
 A reason to record their procedure and discoveries - such as not
repeating mistakes, a way to analyze what happened, and a way to
record a victorious discovery
 Develops problem solving and creative skills
 Finds new and interesting avenues of information and learning - such as
gravy made with too much cornstarch can become a molding medium
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15. Dialogue
Education
 Dialogue Education shifts the focus of education from
what the teacher says to what the learner does, from
learner passivity to learners as active participants in
the dialogue that leads to learning (Global Learning
Partners, 2006).
 A dialogue approach to education views learners as
subjects in their own learning and honours central
principles such as mutual respect and open
communication (Vella, 2002).
 Learners are invited to actively engage with the content
being learned rather than being dependent on the
educator for learning.
 Ideas are presented to learners as open questions to be
reflected on and integrated into the learner's own
context (Vella, 2004).
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16. Useof
dialogues
 Dialogue based educational approach, which was put
forward by Paulo Freire (1921 – 1997),
 problem-posing model of education.
 critical thinking about the situation, Freire called this
conscientization
 educators engaged in mutually respectful learning
 culture circle‟, where learners used their own ways of
speaking to articulate their shared understanding of
how their world came to be like it was and how to act to
change their future
 constant communication unlocks doors for prosperity
and victory in any situation
 challenges mediating social realities
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17. Fiveaspectsof
PauloFreire’s
work
Five aspects of Paulo Freire’s work have a particular
significance for our purposes here.
 emphasis on dialogue
 Concerned with praxis- action that is informed
 idea of building a ‘pedagogy of the oppressed’ or a
‘pedagogy of hope’
 insistence on situating educational activity in the lived
experience of participants
 use of metaphors
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18. Characteristics
of Freire’s
Pedagogy
 Education for liberation
 Education for conscientization
 Problem posing education
 Dialogue as a pedagogical tool
 Areas where Conscientization is needed
 Role of education in conscientization
 Role of conscientization in communicable diseases
 Role of conscientization in domestic waste disposal
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19. Bibliographyof
FreireWorks
 Education as a Practice of Freedom (1967, 1974)
 Cultural action for freedom (1968, 1970)
 Pedagogy of the oppressed (1968, 1970)
 Extension or communication? (1969, 1973)
 The political literacy process (1970)
 Witness to liberation, in Seeing education whole (1970)
 Education for Critical Consciousness (1973)
 Pedagogy in Process:The Letters to Guinea Bissau (1977, 1978 )
 The importance of the act of reading (1982, 1983)
 The politics of education: culture, power and liberation (1985)
 Pedagogy of the City (1991, 1993)
 Pedagogy of Hope (1992, 1994)
 Teachers as Cultural Workers: Letters to those who dare teach
(1993, 1998)
 Letters to Cristina: reflections on my life and work (1994, 1995)
 Pedagogy of Freedom (1997, 1998)
 Pedagogy of the Heart (1997)
 Pedagogy of Indignation (2000, 2004)
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20. Educational
Theories
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21. What Freire
TeachesUs
 Praxis
 Dialogue
 Contestation
 Critique
 The basics and …
 Thinking beyond thebasics
 Hope
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22. Videoabout
PauloFreire
https://www.youtube.com/watch?v=pVz_AOFuZ_E&feat
ure=emb_logo
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23. Thank you
Dr.C.Thanavathi
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