Pedagogy of the Oppressed

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In “Pedagogy of the Oppressed”, Chapter 2, Paulo Freire is contrasting different educational processes. Freire discusses his beliefs of how modern education is forced by the state onto students and the greater public, as a violent oppression. The ruling elite’s attempt to moderate the student and population at large, by controlling their thoughts and culture through a process of instruction of an ideal perception of reality that they preconceived for the oppressed. Freire’s way of explaining this course of oppression is seeing educators as a banking concept, were the objects, ideas, and actions that make up the views of the ruling elite are deposited into the student from the teacher. He describes the banking concept as promoting a strict dichotomy and thus reactionary regime between two poles. In his problem-posing scenario the teacher and the student interact with a free flow of ideas, around and around, coming to an understanding of reality together. Student and teacher constantly change roles; student, teacher, teacher, student, and on and on. Teaching and taught co-join allowing the student to self-educate themselves on the exact nature of a universal reality and become revolutionary in life being able to cause reality to change around them to become what they want rather than accepting life as presented to them by the oppressors. Freire is promoting a concept of education that is recurring in its relationship between teacher and student, where they are not only interchangeable, but also coexisting. The teacher learns from the student while simultaneously teaching, and the student does the same. Their new view of reality is coauthored and continuously expanding, though still individual to themselves as additional to their own historic reality. Freire’s belief is that depositing a state sponsored view of reality formulated by a ruling elite is oppressive and violent, and ultimately subjugates the student into a subservient class to the elite. Liberation from...
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