Frasi di Paulo Freire pagina 4

“Nessuno educa nessuno, nessuno si educa da solo, gli uomini si educano insieme, con la mediazione del mondo.”

La pedagogia degli oppressi

“Lavarsi le mani dal conflitto tra i potenti e gli impotenti significa schierarsi con i potenti, non essere neutrali.”

La pedagogia degli oppressi

Questa traduzione è in attesa di revisione. È corretto?

“Liberazione, un fenomeno umano, che non può essere ottenuto da semiumani.”

“Gli oppressori non sentono il loro avere di più come privilegio che disumanizza gli altri e loro stessi.”

La pedagogia degli oppressi

“Non ci si possono aspettare risultati positivi da un programma di azione educativo o politico che non rispetti la particolare visione del mondo detenuta dalla gente. Tale programma costituisce un'invasione culturale, nonostante le buone intenzioni.”

La pedagogia degli oppressi

Questa traduzione è in attesa di revisione. È corretto?

“I leader che non agiscono dialogicamente, ma insistono nell'imporre le loro decisioni, non organizzano le persone, le manipolano. Non liberano, né sono liberati: opprimono.”

Questa traduzione è in attesa di revisione. È corretto?

“A real humanist can be identified more by his trust in the people, which engages him in their struggle.”

Paulo Freire: Frasi in inglese

“For them, having more is an inalienable right.”

Origine: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 1

“Liberation is a praxis: the action and reflection of men and women upon their world in order to transform it.”

Origine: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 1, on the oppressors

“The oppressors develop a series of methods precluding any presentation of the world as a problem and showing it rather as a fixed entity, as something given--something to which people, as mere spectators, must adapt.”

Origine: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 2

“Someone who cannot acknowledge himself to be as mortal as everyone else still has a long way to go before he can reach the point of encounter.”

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

“Thematic investigation thus becomes a common striving towards awareness of reality and towards self-awareness, which makes this investigation a starting point for the educational process or for cultural action of a liberating character.”

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

“Some may think that to affirm dialogue--the encounter of women and men in the world in order to transform the world--is naively and subjectively idealistic. There is nothing, however, more real or concrete than people in the world and with the world, than humans with other humans.”

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

“Authentic thinking, thinking that is concerned about reality, does not take place in ivory tower isolation, but only in communication. If it is true that thought has meaning only when generated by action upon the world, the subordination of students to teachers becomes impossible.”

Origine: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 4

“The participants begin to realize that if their analysis of the situation goes any deeper they will either have to divest themselves of their myths, or reaffirm them. Divesting themselves of and renouncing their myths represents, at that moment, an act of self-violence. On the other hand, to reaffirm those myths is to reveal themselves.”

Origine: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 2

“Liberation is thus a childbirth, and a painful one.”

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

“It is not possible to remake this country, to democratize it, humanize it, make it serious, as long as we have teenagers killing people for play and offending life, destroying the dream, and making love unviable. If education alone cannot transform society, without it society cannot change either.”

Origine: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 1, on the oppressed

“It is when the majorities are denied their right to participate in history as Subjects that they become dominated and alienated.”

Origine: Pedagogia da indignação (Pedagogy of Indignation) (2000, English trans. 2004), p. 47 [32]

“The culture of the dominant class hinders the affirmation of men as beings of decision.”

Origine: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 4

“Finally, cultural revolution develops the practice of permanent dialogue between leaders and people and consolidates the participation of the people in power.”

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

“The task of revolutionary leaders is to pose as problems not only this myth, but all the other myths used by the oppressor elites to oppress.”

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

“In problem-posing education, people develop their power to perceive critically the way they existin the world with which and in which they find themselves; they come to see the world not as a static reality, but as a reality in process, in transformation.”

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

“How can the oppressed, as divided unauthentic beings, participate in the pedagogy of their liberation?”

Origine: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 2

“Those truly committed to liberation must reject the banking concept in its entirety, adopting instead a concept of women and men as conscious beings, and consciousness as consciousness intent upon the world. They must abandon the educational goal of deposit-making and replace it with the posing of the problems of human beings in their relations with the world.”

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

“One of the methods of manipulation is to inoculate individuals with the bourgeois appetite for personal success.”

Origine: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 2

“Faith in people is an a priori requirement for dialogue.”

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

“The road to revolution involves openness to the people, not imperviousness to them; it involves communion with the people, not mistrust.”

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

“Education as the exercise of domination stimulates the credulity of the students.”

Origine: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 4, on revolution

“Discovering himself to be an oppressor may cause considerable anguish, but it does not necessarily lead to solidarity with the oppressed.”

Origine: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 2

“Leaders who do not act dialogically, but insist on imposing their decisions, do not organize the people--they manipulate them. They do not liberate, nor are they liberated: they oppress.”

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

“He has made use of the insights of these men to develop a perspective on education which is authentically his own and which seeks to respond to the concrete realities of Latin America.”

Paulo Freire libro La pedagogia degli oppressi

Origine: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 4, Organization