Sample Template for Paulo-Freire Presentation pptx

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1. Paulo Freire Forerunners of Modern Education

2. WHO IS PAULO FREIRE? Paulo Reglus Neves Freire (1921-1997), the Brazilian educator and philosopher, was one of the best known and most influential radical education theorists in the 20th century. Freire is considered to have been, “one of the greatest thinkers on education this century” ( Mayo, 2011) Freire believed that the educational system played a central role in maintaining oppression and thus it had to be reformed in order for things to change for the oppressed.

3. BIOGRAPHY AND LIFE SKETCH He was born on September 19, 1921 to a middle class family in Recife, Brazil. He became familiar with poverty and hunger during the ‘Great Depression’ of the 1930s. Freire enrolled at Law School at the University of Recife in 1943. Although admitted to the legal bar, he never actually practiced law but instead worked as a teacher in secondary schools teaching Portuguese. In 1944, he married Elza Maia Costa de Oliveira, a fellow teacher and had five children. In 1967, Freire published his first book, Education as the Practice of Freedom. He followed this with his most famous book, Pedagogy of the Oppressed, first published in Portuguese in 1968.

4. FREIRE’S EDUCATIONAL VIEWS: A. AIMS OF EDUCATION -According to Friere , the function of education is to humanize individuals through conscious action for the purposes of transforming the world. In such a process education cannot be neutral. It can either be an instrument of domination or liberation. Educative processes domesticate people where there exists a dominant culture of silence.

5. Dialogue as a pedagogical tool. Friere accepted dialogue as a method of learning. Dialogue is the encounter between men, mediated by the world, in order to change the world . Dialogue is the principal tool of problem posing method. It is a c o-operative activity involving mutual respect in which teachers and students learn together.   Praxis as a synthesis of reflection and action (theory and practice) in the learning process: Praxis means the use of a theory in a practical way. Friere considered praxis (informed action) as the goal of problem posing education. He defined praxis as reflection and action upon the world in order to transform it. B. TEACHING TOOLS ACTION + REFLECTION = PRAXIS

6. C . ROLE OF TEACHER AND LEARNING SITUATION Egalitarian teacher –student relations: The teacher-student relationship is horizontal and democratic, flourishing in an atmosphere of mutual acceptance and trust. The co-construction of knowledge: According to Friere , new knowledge is produced in the classroom from the interaction between students’ and re-invention, through the restless, impatient, continuing inquiry learners pursue in the world, with the world, and with each other. Learning circles: The learning circle is a non-hierarchal 'class' model where participants can discuss generative themes which have significance within the context of their lives. This involves creating a democratic space where every ones' voice has equal weight age.

7. CHARACTERISTICS OF FREIRE’S PEDAGOGY Education for liberation. Frier’s pedagogy is an educational plan to liberate those who are oppressed. Education for conscientization . Conscientization is the ability to critically perceive the causes of social, political and economic oppression and to take action against the oppressive elements of society. Problem posing education . Problem-posting is an alternative methods of education suggested by Friere . Transformative social justice learning. Friere’s pedagogy is essentially transformative learning as it fosters and develops capacities that invite people to live more meaningfully.

8. FREIRE’S CONTRIBUTIONS TO EDUCATION 1. Freire viewed education as a deep political project oriented towards the transformation of society . 2. His work has exercised considerable influence among progressive educators all over the world, especially in the context of emerging traditions of critical pedagogy, issue-based earning and social constructivism. 3. His pedagogy starts from a deep love and humility for poor and oppressed people and a respect for their common sense .

9. 4. Freire made education a communion (exchanging thought the feeling) between participants in a dialogue characterized by a reflexive, reciprocal and socially relevant exchange rather than the unilateral action of the indvidual agent for the benefit of the other. 5. Freire’s pedagogy allowed intellectuals to make useful contribution to the most marginalized people’s struggle for social change.   6 . Freire provided the conceptual tool to student and teacher with which they critically interrogate them so as to minimize their domesticating influences.

10.   7. His revolutionary pedagogy inspired millions of students and teachers all over the world to unlearn their race, class and gender privileges and to engage in a dialogue to reach at a critical awareness of the social realities in which they are living.   8. His critical pedagogy demobilized people from the oppressive yoke of banking education. 9. The dialogical problem-posing method of education, proposed by F reire is the basis of present day problem-based learning which invites the oppressed (learner) to explore their social reality as a problem to be transformed.

11. 10. Freire’s pedagogy was considered in agreement with the anti-capitalist and anti-imperialist movement throughout the world. Thus, it has given momentum to the movements aimed to build a more just and egalitarian society.   11. His insistence on dialogue and his discussions of egalitarian teacher-student relations provide the basis for peace education pedagogy.   12. Freire proposed dialogue and horizontal relationship between teachers and learners, and encouraged active learning.   13. Liberating education, propound by F reire , involves a process of humanizing people who have been oppressed. It empowers oppressed people to question their position in society.

12. C ritical pedagogy Paulo Freire was a champion of what’s known today as critical pedagogy: the belief that teaching should challenge learners to examine power structures and patterns of inequality within the status quo. Freire emphasized how important it is to remember what it is to be human and saw education as a way to transform oppressive structures. His perspective stemmed from the values of love, care, and solidarity . Goal of critical pedagogy is emancipation from oppression through an awakening of the critical consciousness.

13. PEDAGOGY OF THE OPPRESSED Pedagogy of the Oppressed, the most famous book of Paulo Freire,  is one of the foundational texts in the field of critical pedagogy, which attempts to help students question and challenge domination, and the beliefs and practices that dominate. First published in Portuguese in 1968,   and  was translated and published in English in 1970. Paulo Freire’s work has helped to empower countless people throughout the world and has taken on special urgency in the United States and Western Europe, where the creation of a permanent underclass among the underprivileged and minorities in cities and urban centers is ongoing.

14. Pedagogy of the Oppressed Summary In the preface , Freire discusses how  Pedagogy of the Oppressed  came to be, noting that it is based on his past experiences as a teacher in Brazil and his observations from the period in which he was in political exile. While trying to spur critical consciousness in his students, Freire realized that many of them harbor a “fear of freedom.” However, he posits that this fear is not really a fear of freedom, but a fear of the risks associated with freedom . In Chapter 1 , Freire makes the case for why a “pedagogy of the oppressed” is necessary. He begins by identifying “humankind’s central problem”—the problem of how we affirm our identities as human beings.

15. Summary (Chapter 1) Freire argues that oppressed people can regain their humanity in the struggle for liberation, but only if that struggle is led by oppressed people. This introduces the central problem of the book: how to create an education system with oppressed people, for oppressed people, that will help them become more free. Freire then discusses the ways that oppression affects the consciousness of oppressors and oppressed people. Oppressors treat people like objects to be possessed and see freedom as threatening; oppressed people become alienated from each other and begin to see their oppressors as good. Freire asserts that the fight for liberation must consist of two stages: reflection on the nature of oppression, and then concrete action to change it.

16. Summary ( Chapter 2) Chapter 2 introduces Freire’s theories on education . He breaks down the traditional relationship between teachers and students, in which teachers have power and knowledge , but the students do not. In this B anking System of Education , a teacher “deposits” facts into the mind of the students, who have to memorize and recall them . In this system of education, the teacher lectures, and the students receive, memorize, and repeat . Freire critiques this model and suggests that it teaches students to adapt to an oppressive world, instead of teaching them how to view the world critically.

17. Summary (Chapter 2 Cont .) In the fight for liberation, oppressed people and educators should reject the banking model: Freire replaces it with a “ Problem Posing Education ” that makes teachers and students more equal. It is based on the principal that a student learns better when he creates knowledge and when knowledge is created for him. Problem-posing education presents students with worldly problems that relate to their lives and pushes them to analyze how and why those problems exist. The responsibility of the teacher is to diversity subject matter and to use students’ thought and speech as the base for developing critical understanding of personal experience, unequal conditions in society, and existing knowledge . According to Freire, this model directly combats oppression by empowering people to question their conditions, and by encouraging dialogue.

18. BANKING SYSTEM OF EDUCATION PROBLEM POSING EDUCATION   Consider education as a process of transferring knowledge. Teacher owns knowledge and he teaches the students. Consider students as passive and inert individual learners. Learners are involved in the mission of knowledge registering. It is oppressing in its nature in involves transference of available knowledge. Characterized by vertical teacher pupil relations. Teacher- centered curricula. Decontextualized study of information. Facts learned in isolation. Mainstream, canonical text. An emphasis on memorization and regurgitation.   Education as an act of cognition taking place through dialogue. No one is the owner of knowledge, Men teach each other. Consider students as interactive social learners.   Learners are involved in the mission of knowledge creation. It is liberating in its nature. It involves co-construction of new knowledge. Characterized by horizontal teacher-pupil relations. Student- centered curricula Contextualized study of perspectives Facts, beliefs, and questions connected. Diverse, multicultural texts. An emphasis on exploration and application

19. Summary (Chapter 3) Freire begins Chapter 3 by expanding on the concept of dialogue: within a hierarchal society, he argues that dialogue is an act of “love, humility, and faith” in humanity. Dialogue also requires hope, mutual trust, and critical thinking from the people who are in dialogue together. Like the bigger fight for liberation, dialogue consists of both thoughts and concrete actions together (“ praxis ”); and Freire critiques people who  only  reflect, or  only  take action. From there, he explores the relationship between human beings and the world, arguing that educators should account for how their students perceive reality and history. He contrasts animals—which do not perceive history, but only live in the present—and people, who can understand that humans have shaped the world today and can shape its future. Historical moments are characterized by the ideas and values of people during that moment; Freire calls the worldly expression of those ideas “ themes .” By discovering these themes in a classroom environment, students can deepen their understanding of the world, and educators can gain insight into their students’ perspectives. Freire proposes one way of achieving this, in which educators use auditory and visual materials to present students with a situation and gauge their feelings about it.

20. Summary (Chapter 4) In Chapter 4 , Freire lays out a theory of “cultural action,” or the methods that people use to create cultural change. He divides cultural action into two kinds, “dialogical action” and “anti-dialogical action”: while oppressors use anti-dialogical action to protect their power and separate groups of people, radical political leaders can use dialogical action to bring people together in the struggle for freedom. Freire goes into the various methods of “anti-dialogical action” in detail: conquest, divide and rule, manipulation, and cultural invasion. He then directly contrasts these with the “dialogical action” of radical political leaders: cooperation, unity, organization, and cultural synthesis. Freire also spends much of the chapter examining radical political leaders and the characteristics they must have to authentically help oppressed people. These leaders should understand the barriers that prevent oppressed people from committing to the struggle, while avoiding the techniques oppressors use to keep them in line.