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Essay / Pedagogy of the Oppressed by Paulo Freire relationship with educational pedagogy. Originally published in Portuguese, then in English, the book addresses the sources of oppression, identifies the keys to liberation, and offers theories for modern education reform. Freire's approach to the concepts of education, the relationship between student and teacher and oppressor and oppressed, liberation and the acquisition of freedom, as well as techniques of oppression , can be applied personally to daily life. Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”? Get the original essayAuthorDue to his education and beliefs, Paulo Freire's experiences contributed to the writing of Pedagogy of the Oppressed. Freire states that the contents of the book are the result of observations made during his six years of political exile. His ability to build relationships with the oppressed and impress upon oppressed citizens the understanding of his writings is mutually beneficial to both parties. For most of his adult life, Freire devoted himself to the welfare of the poor. He was even imprisoned for teaching Brazilian peasants to read. Freire's own experiences with poverty led him to have divergent views on social class. “It was the awareness of these class boundaries that invariably led Freire to the radical rejection of a class society” (Macedo, 2000, p. 13). His ideas about class and the factors of oppression changed his perspective, causing him to view situations and write in a more open and universal way.SummaryMany ideas were presented in Pedagogy of the Oppressed. The text began by illustrating why there is even a need for a pedagogy of the oppressed. It explains where oppression comes from, the "contradiction" between the oppressor and the oppressed, and how liberation is a mutual process between the oppressor and the oppressed rather than a personal accomplishment achieved only by the oppressed. . The book goes on to evaluate the dynamics of a teacher-student relationship and introduces the idea of the concept of "banking" as a form of educational oppression. This concept establishes the basis by which the educated teacher transmits a narrative to his patient and docile uneducated students. Rather than relying on the student's prior knowledge and experiences, the teacher fills in or drops in information and knowledge that the student can memorize without really perceiving it. The text later establishes the concept of dialogic, the use of education as a tool of freedom. Freire explains that dialogue is necessary in the process of liberation. The text concludes with a summary of opposing theories of cultural action or techniques of oppression.Critical AnalysisOrganizationThe material presented in Pedagogy of the Oppressed is organized into four sections. The sections explain the main concept presented in depth and expand on the central idea with supporting evidence. Freire organizes the information in a coherent way that allows the reader to easily connect the different points he makes. The argument presented throughout is pertinent to the age-old saying: “Knowledge is power.” Freire formulates the idea that in order for the oppressed to fully achieve liberation, they must be educated and that liberation can beachieved through reading. He states: “Knowledge emerges only through invention and reinvention, through the restless, impatient, continuous and hopeful search that human beings pursue in the world, with the world and among themselves” (Frière, 2000, p. 72). Freire's description of acquiring knowledge in order to achieve liberation is associated with the idea of developing critical consciousness. Critical consciousness, also known as liberating consciousness, involves awareness of oppression in society and the knowledge needed to create social justice. “With a liberating consciousness, each person has the opportunity to theorize about issues of equity and social justice, analyze events related to equity and social justice, and act responsibly to transform society » (Love, 2000, 602). Freire incorporates these ideas throughout his text. ObjectiveIt seems that the text had two objectives: to inform and to persuade. Freire seems to intend to explain to his audience why oppression will always remain relevant, where it comes from, how a group of people can begin the process of truly liberating themselves, the different techniques of oppression and how they relate to past and modern societies, and how the concept of banking affects everyone. However, he convinces his audience with his ideas on how these topics can be addressed and the problems of different societies can be solved. Freire advances a number of well-thought-out arguments and suggestions for reform. One of the arguments he makes, his ideas regarding the concept of banking in education, is relevant to the discussion of both modern and outdated forms of education. Freire notes: “Narrative (with the teacher as narrator) leads students to mechanically memorize the narrated content. Worse still, this transforms them into “containers”, “receptacles” that the teacher must “fill”. The more completely she fills the receptacles, the better teacher she is. The more obediently the receptacles allow themselves to be filled, the better the students become” (Freire, 2000, p. 72). This argument can resonate with both students and teachers, as both sides contribute equally to education. According to Freire, it is quite easy to see the flaws in education systems that use ineffective forms of learning. His statement also emphasizes a power struggle between student and teacher: one in which the teacher demands to remain in power over his students and the student struggles against the teacher to control his own creativity. and have a voice in their education. This argument is useful in explaining the role of oppression in a context that most people in the modern world have faced at one time or another. Many arguments presented throughout the text allow the reader to better understand Freire's logic. None of the arguments or evidence presented seemed to deviate from the topics discussed or seemed ineffective in helping the reader perceive his reasoning. SolutionsFreire offers solutions in the text to the many problems he addressed. He explained the solution to achieving the liberation of the oppressed by stating that “the solution cannot be obtained in idealistic terms” (Freire, 2000, p. 49). It shows that liberation can be significantly altered by the vision of liberation and the perception of an oppressive state. By viewing oppression as never-ending, the oppressed asserted that they accepted their position of not being fully equal to their oppressor. By viewing oppression as a situation that cannot be transformed overnight but over time, the oppressor accepts that itmay not get equality immediately but will get it eventually. It is suggested that Freire's intended audience is for everyone, but more exclusively for the oppressed. Freire explicitly dedicates his book “to the oppressed and to those who suffer with them and fight alongside them. By writing in a way that acknowledges the sources of oppression, Freire's text seems to aim at understanding both the oppressed, who can use the identification of these sources to achieve liberation, and the oppressor, who, by reading the text, can identify the sources of oppression. error in their ways. Language and Imagery The language Freire used in the book seemed more advanced. The language appearing more advanced could simply be because its concepts were advanced. Perhaps Pedagogy of the Oppressed might be better understood by someone more familiar with the subject. The book was not the type to focus on characters, plot, setting, or even images of display forms, but minimal examples of images were present in passages in which Freire attempted to simplify his concepts . One of the main topics of the book is focused solely on education. Although the concept of banking education remains relevant everywhere, Freire also proposes the concept of problem posing in accordance with education. He explains that the way to combat banking education is through problem-posing education. Through dialogue and open discussion, “teacher-of-students and students-of-teacher cease to exist and a new term appears: teacher-students and students-teachers” (Freire, 2000, p. 80). . This concept calls into question the very relationship that students and teachers have with each other and highlights the difference in which students and teachers are generally expected to interact.ReactionMy first reaction to the book was that the language was very difficult to interpret from the first reading. I had to reread sections and think about what was being said to really understand the book. I remember feeling like I could connect situations in my personal life to things experienced by the oppressed in the text. I also remember feeling angry and considering how unfair it was that our society has always oppressed many groups of people based on factors such as class, race, religion and gender, but even though progress has been made, the same people are still victims. oppressed to this day. What resonated Throughout the book, I was able to resonate with the side of the oppressor but also with the elements discussed concerning the education system. I was surprised to find that once I saw education differently than I always did, I was able to see some of the errors in the system and how some teachers I had previously taught according to to the banking concept. However, the text made me appreciate the teachers I had who really invested their time and dedication in my learning and who taught according to the concept of problem posing. While reading the book, I felt a variety of different emotions. I felt angry at the behavior and tendencies of the oppressor, I felt understanding toward the oppressed, and I felt pessimistic about the future of the oppressed in the world. Surprisingly, towards the end of the book I began to take a more optimistic view. I started to feel somewhat inspired. Reading Pedagogy of the Oppressed made me realize that if you are not part of the solution, then you are part of the problem. I quickly realized after reading that if you assume the role of a viewer of..
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