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Paulo Freire's Critical Pedagogy Explained

Paulo Freire, a Brazilian educator, is known for his critical pedagogy, particularly in his work 'Pedagogy of the Oppressed', where he advocates for education as a means of social transformation and empowerment for the oppressed. He criticizes the traditional 'banking model' of education and promotes a dialogical, problem-posing approach that encourages critical consciousness and active participation. Freire emphasizes the importance of dialogue, respect for learners, and the role of education in challenging inequality and fostering social change.

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46 views2 pages

Paulo Freire's Critical Pedagogy Explained

Paulo Freire, a Brazilian educator, is known for his critical pedagogy, particularly in his work 'Pedagogy of the Oppressed', where he advocates for education as a means of social transformation and empowerment for the oppressed. He criticizes the traditional 'banking model' of education and promotes a dialogical, problem-posing approach that encourages critical consciousness and active participation. Freire emphasizes the importance of dialogue, respect for learners, and the role of education in challenging inequality and fostering social change.

Uploaded by

hamzabahra2006
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We take content rights seriously. If you suspect this is your content, claim it here.
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Paulo Freire, a renowned Brazilian educator and philosopher, is most famous for his critical

pedagogy and his influential work Pedagogy of the Oppressed (Freire, 1970). Freire viewed
education as a tool for social transformation and empowerment, particularly for the oppressed
and marginalised. His approach can be summarised as follows:

1. Education as a Practice of Freedom

Freire opposed the "banking model" of education, where teachers "deposit" information into
passive students. Instead, he advocated for a dialogical approach, where students and
teachers co-create knowledge through critical reflection and interaction (Freire, 1970).
Education, in Freire's view, should help people question their reality and take action to change
it.

2. The Banking Model of Education

Freire criticised traditional education systems for treating students as empty vessels to be
filled with knowledge. He argued that this approach reinforced oppression and discouraged
critical thinking. In contrast, he promoted a problem-posing model, which treats learners as
active participants in their own education (Freire, 1970).

3. Conscientisation (Critical Consciousness)

Freire's concept of conscientisation refers to the process of developing a critical awareness of


one’s social, political, and economic conditions. Through education, individuals can
understand the power structures that oppress them and take action to create a more just society
(Freire, 1973).

4. Dialogue and Respect for Learners

Freire emphasised the importance of dialogue in education. Teachers and students should
engage in mutual learning and respect each other’s experiences and perspectives. He believed
this approach fosters meaningful learning and personal growth (Freire, 1970).

5. Education for Social Change

For Freire, education was not neutral; it either reinforces the status quo or challenges it. He
saw education as a political act that could empower individuals to challenge systems of
inequality and oppression (Freire, 1970).

6. Liberation through Praxis

Freire emphasised the importance of praxis, a combination of reflection and action. Education
should encourage learners to reflect critically on their lives and take steps to transform their
circumstances (Freire, 1970).

References

Freire, P. (1970). Pedagogy of the Oppressed. New York: Continuum.

Freire, P. (1973). Education for Critical Consciousness. New York: Seabury Press.

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