Pedagogy of the oppressed /

By: Freire, Paulo, 1921-1997 [author.]Contributor(s): Ramos, Myra Bergman [translator.]Material type: TextTextLanguage: English Original language: Portuguese Series: Penguin modern classicsPublication details: UK : Penguin Books, 2017Description: 155 pages ; 20 cmContent type: text Media type: unmediated Carrier type: volumeISBN: 9780241301111 (pbk.) :Uniform titles: Pedagogia del oprimido. English Subject(s): Education -- Philosophy | Popular education | Education and state | Education -- Social aspects | Social classes -- Education | Critical pedagogy | EducationDDC classification: 370.115 LOC classification: LB880.F73 | P4313 2017Summary: This text argues that the perceived passivity of the poor is the direct result of economic, social and political domination. It suggests that in some countries the oppressors use the 'piggy bank' system - treating students as passive, empty vessels - to preserve their authority and maintain a culture of silence. Through cooperation and dialogue, Freire suggests, the authoritarian teacher-pupil model can be replaced with critical thinking so that the student becomes co-creator of knowledge. Crucial to Freire's argument is the belief that every human being, no matter how impoverished or illiterate, can develop an awareness of self, and the right to be heard.
Tags from this library: No tags from this library for this title.
Item type Current library Call number Status Date due Barcode Item holds
Books Main Library
Non-Fiction - General Stacks 		370.115 .F866 1970 Available 31710
Total holds: 0

Translated from the Portuguese.

This translation originally published: New York: Continuum, 1970.

Includes bibliographical references.

This text argues that the perceived passivity of the poor is the direct result of economic, social and political domination. It suggests that in some countries the oppressors use the 'piggy bank' system - treating students as passive, empty vessels - to preserve their authority and maintain a culture of silence. Through cooperation and dialogue, Freire suggests, the authoritarian teacher-pupil model can be replaced with critical thinking so that the student becomes co-creator of knowledge. Crucial to Freire's argument is the belief that every human being, no matter how impoverished or illiterate, can develop an awareness of self, and the right to be heard.