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Pedagogia do Oprimido

4.27  ·  Rating Details  ·  13,421 Ratings  ·  778 Reviews
O trabalho de Paulo Freire pode ser visto não apenas como um método de alfabetização, mas como um processo de conscientização, por levar em conta a natureza política da educação.

Para ele o objetivo da educação deveria ser a libertação do oprimido, que lhe daria meios de transformar a realidade social e sua volta mediante "conscientização" (conhecimento crítico do mundo).

213 pages
Published 2005 by Paz e Terra (first published 1968)
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Nov 14, 2007 Jessica rated it liked it  ·  review of another edition
Recommends it for: pedagogues, the oppressed, starry-eyed young people, singles trying to pick up activists
If you're into really sincere hippie guys, read this on the subway. They will swarm.

Warning: they'll swarm even if you're not into them, so keep an "Atlas Shrugged" jacket handy!

Actually, this book contains one of my guiding-light passages:

"Any situation in which some individuals prevent others from engaging in the process of inquiry is one of violence. The means used are not important; to alienate human beings from their own decision-making is to change them into objects" (85).

In my fascist sta
May 12, 2012 Teacherhuman rated it it was amazing  ·  review of another edition
Just finished my annual rereading of this book. Again, teachers in inner-city America, teachers on the plains, teachers in rural America--read or reread this book now. With attempts to oppress our students inside the classroom with more and more standardized crap, this is more than ever a must-read.

My original review:
Here is one of those books I think they oughtn't let a teacher in front of a secondary classroom without having read. Even the most affluent of our students in contemporary public
Feb 09, 2008 Ruben rated it really liked it  ·  review of another edition
This is one of those books you have to masticate and digest rather than swallow without chewing. Freire makes a salad of education, dialogue, poverty, consciousness, and liberation. He shares how the powerful have historically dehumanized much of society through subtle yet oppressive means via the aforementioned themes. One of his most outstanding lines of reasoning derives from coming alongside of the poor as the starting point in authentic dialogue paving the way for true education and ultimat ...more
Jan 09, 2014 Mike rated it it was amazing  ·  review of another edition
Shelves: rhet-and-media
I feel like its a cliche just rating it here at all, as if doing so stakes a claim to being progressive. I haven't read this text in some time, and although It did affect me when I did, I just worry that 5,000 people on the left have rated this book, and many of them will go into classrooms with the best of intentions only to recreate or reinvent oppression when they just can't understand why their students "don't get it" or "resist the liberation we're trying to give them."
I once applied for a
The oppressors do not perceive their monopoly on having more as a privilege which dehumanizes others and themselves. They cannot see that, in the egoistic pursuit of having as a possessive class, they suffocate in their possessions and no longer are; they merely have. For them, having more is an inalienable right, a right they acquired through their own "effort", with their "courage to take risks". If others do not have more, it is because they are incompetent and lazy, and worst of all is thei
Marwa Assem Salama
لأني لم أعد أجد قشعريرة النشوة عند سماع الهتافات أو رؤيا المسيرة ....ويوما بعد يوم يصرخ فيّ صوتا أرجو له الإعدام : بربكِ ما نفعها الدماء إن كانت فقط معراجاً لمانحها إلى فردوسٍ لا يشكو ازدحام، وهوةً لسافحها إلى جحيمٍ يشتهي المزيد؟؟...ولو قامت بمثل ذلك فقط ألفُ ثورة وثورة ...ما الضامن لكِ بأن ما سنراه في المستقبل ليس من هذا الحاضر ببعيد؟؟...وكأنها كانت تساؤلات مريرةً أيضا هي ما دفعت (باولو فيريري) لأن يعيد هنا تعريف الثورة والثائر ...يقلبه بالأذهان رأسا على عقب...فلا يرتجي منك راحة الهادر بالحق قو ...more
David Schaafsma
Very little new can be said about Pedagogy of the Oppressed. Freire was exiled from Brazil in 1964 for having the temerity to help the poor in his native country begin to learn literacy in the context of taking action for themselves. Uneducated as many of the rural poor were (and still are), Freire thought that learning to read and write for them might be linked to actual community needs. His goal was cultural consciousness, self-efficacy, transformation, with love, and in the process, dignity. ...more
Dec 26, 2007 Christine rated it it was amazing  ·  review of another edition
I just finished reading Paulo Freire's Pedagogy of the Oppressed. It was life altering, as I knew it would be, and pointed the way forward clearly to how we can begin the revolution. If our aim is, as loving humans, to eradicate homelessness, poverty, racism, classism, and sexism, our revolution must be educative and cultural. Educative meaning that it is a process of reflection, critical thinking, and dialogue; cultural meaning that it must act decisively on our ways of being and inhabiting soc ...more
Dec 03, 2015 Zanna rated it really liked it  ·  review of another edition
Recommended to Zanna by: Tinea
Perhaps I have been reading in the wrong order. I’m very familiar with the idea of dialogic pedagogy, mainly from my PGCE and reading Radical Education and the Common School, which is about liberatory education for children and young people as well as adults (as Freire points out, this idea of education is lifelong, all-encompassing, and positions teachers as learners and learners as teachers). I fervently believe that this idea of learning is the golden key shining in our hands towards a world ...more
This was a chore to read. Either the original writing is in a style lacking art or the translation from Portuguese either has issues or the translator lacks.

Beyond what makes for an unpleasant read, many of the ideas in the book are obviously for another time and place (1960's Brazil) and presenting an idealogy that has not only failed miserably in every attempt but has actually seen some of the most oppressive regimes in history (Soviet Union, Khmer Rouge, North Korea, Maoist China and more).
Sep 27, 2009 Amy rated it it was amazing  ·  review of another edition
This book has been on my reading list for the past year based on great recommendations on Goodreads; I’m happy to say that it lived up to the hype. I started to get hooked reading the introduction by Donald Macedo. His use of the term “culturally schizophrenic” resonates with me because it reminds me (a little bit) of how I felt as a woman, working in engineering, in the Navy. I felt compartmentalized, like the different parts of my world did not connect. I don’t think it was exactly the same fe ...more
Mar 22, 2007 Megan rated it it was amazing  ·  review of another edition
Recommends it for: everyone, but especially educators.
A must-read for anyone engaged in education, as well as all those involved in grassroots social change. How does one teach others, particularly those who have been oppressed in our society, without at the same time becoming merely another outside force of domination? How do those who are oppressed escape oppression, without merely joining the ranks of the those currently in power and responsible for the oppression? Freire, one of the first to truly address these questions, handles them capably, ...more
تحاملت على نفسي لكي أكمله، التنظير في الكتاب يفوق الوصف مع فقر شديد في اﻷمثلة الموضحة، باﻹضافة إلى اﻹعادة واﻹزادة لنفس اﻷفكار في كثير من المواضع، أعتقد لو أنني قرأت كتاباً عن هذا الكتاب يقوم بعرض ما جاء به لكان أفضل، بعض الكتب تكون أفضل حالاً إذا قرأت عنها بدلاً من أن تقرأها.

الكتاب ليس عن التعليم كما يوحي اسمه، بل يشمل معنى أوسع وهو نشر الوعي بين أفراد الشعوب المقهورة التي ترزح تحت طغاتها، أجاب الكاتب عن عدة أسئلة في هذا الصدد وطرح أفكاره من واقع تجربته، فباولو تم نفيه من البرازيل إلى شيلي لمعار
الكتاب من الكتب التأسيسية في نظرية التعليم النقدي أو التربية النقدية. ويعد الكاتب من مؤسسي هذه النظرية وأبرز منظريها.

ينقد الكاتب فكرة التعليم التقليدي وأسماه "البنكي" الذي يحوّل الطالب لمتلقي والمعلم لمالك للمعرفة. ويدعو لتعزيز الاستقلالية لدى المتعلم، واحترام ما لديه من معرفة. وأن تقوم عملية التعليم على المنهج الحواري بين المتعلم والمعلم.
This book represents a huge disappointment, because it could have been brilliant in its totality.

In a nutshell the book is about the methodology/means of libertarian education. How traditional teaching methods implicitly reproduce dominant ideology and instill passivity in their subjects. The means by which this is subverted, Freire suggests, is by rejecting teacher-student centred teaching, assessing and pushing the boundaries of learners conciousness through problem-posing. This develops educa
Jul 27, 2014 Michael marked it as read-part  ·  review of another edition
Shelves: politics, sociology
The memory of this book is somewhat painful for me. I was assigned to read it in my first year in college, failed to do so, and tried to fake my way through the Seminar. I’ve suppressed the memory of exactly what it was I said that brought the entire class to an embarrassed halt, but I know it hinged on my not knowing what the word “pedagogy” meant (pro tip: it has almost nothing to do with “demagogy”). Since I’ve never really read it through, I’ll forego giving it a star rating.

Looking at it no
Apr 21, 2012 Craig rated it it was ok  ·  review of another edition
I read this book in Portuguese after my friend read it as part of her reserach for her masters in English. She had described her problem with "the ontological vocation to be more fully human" as it is phrased in her translation. This translation, I believe, is less literal than it needs to be, and it emphasizes a particular humanist project that would postition the opressed as not having a constituent humanness. The Portugeuse would have it "sua ontologica vocacao de Ser Mais" which I would tran ...more
Aug 24, 2011 Malcolm rated it it was amazing  ·  review of another edition
Writing a review of this is a challenge in part because the book has had such a powerful effect on my approach to education, and as such to everything I do as a University teacher. I come back to it regularly to remind myself that the topical fads in pedagogy (such as the claims made for student centred active learning, so hip in British HE in the late 2000s and early 2010s) are not as new as many of their protagonists claim. In many cases thay are a politically diluted version of a more deep se ...more
Jun 04, 2012 Brett rated it it was amazing  ·  review of another edition
In my opinion, this is nothing short of the most important book written in the 20th century, and perhaps in the second half of the last millennium. It correctly recognizes the tension between oppression and liberation as a journey rather than a singular conflict, and acts as an unparalleled navigational tool on that journey.

Much is often said of the books second chapter, and indeed, that was my introduction to the book (in a writing course at Columbia). The criticism of the "banking style" educa
Aug 29, 2007 Chris rated it did not like it  ·  review of another edition
I don't get this book. I found it to be an overacademic hard to read book about making education less academic and more accessible.
Mar 03, 2016 إيناس rated it really liked it  ·  review of another edition
عرفت الكتاب من برنامج "بره الصندوق" للبمشهندس ايمن عبد الرحيم
اخترت ابدأ فيه عشان صغير .. بس اللي اتفاجئت به انه علي الرغم من صغر حجمه الا انه اخد وقت كتير في قرائته .. اكتر من اسبوعين
احبطني جدا .. صفات كتيرة من المقهورين انطبقت عليا
نموذج التعليم البنكي : هو ده التعليم اللي اتعلمته من اول ما كنت صغيرة لحد لما اتخرجت
كان في سؤال بيدور في عقلي طول ما انا بقرأ الكتاب :
هو انا ازاي في يوم لو خلفت هعلم اولادي ؟
انا جزء من سيكولوجيتي بقي متطبع بطباع المقهورين .. ازاي احمي ولادي من ده ؟ و ازاي هغير ن
Ahmad Ardy

Untuk aku membaca buku ini usai pembacaan young muslims guide in modern world, ia telah melucutkan rasa pesona-takjub aku kpd pemikiran2 leftist sedikit sebanyak (dlm pada yg sama, buku2 mustafa mahmud juga turut menyumbang).
Dari muka surat pertama, pembaca akan mendapati cara-gaya penulisan kiri yg tipikal; dengan penggunaan2 istilah2 spt revolution, oppressed, oppressor, subjugation, superstructure, praxis.
Tambahan2, perkataan2 ini tidak digunakan secara superfisial, malah korang akan perasan
I don’t think I’m selfless enough to throw my lot in with the masses in the way Freire recommends. I’m not really willing, and I’m not able to forget the fact that I do come from a position of privilege. I think I’m more pessimistic, like Memmi, about the ability of anyone to be a “good colonizer,” but I like the idea that this kind of revolution liberates the oppressors as well (44). That’s not to say I don’t find the whole ideal appealing. Abandoning a position of power and becoming a facilita ...more
Oct 09, 2012 Sheris225 rated it it was amazing  ·  review of another edition
Shelves: wisdom, governing
Encountering 'Pedagogy of the Oppressed' in my twenties, I felt the world shift and open while reading this admittedly challenging book. Mr. Freire introduced me to the following thoughts plus others: the means are the ends. How we we teach is as important as what we teach. In fact,the process itself can change the outcome - which in an education context can play an indoctrinating or self-enlightening role. Most exciting of all, I learned about the powerful benefit of people finding the tools to ...more
Mar 15, 2013 Emily rated it it was amazing  ·  review of another edition
Shelves: non-fiction, 2013
Actual life-changing social theory. It's not so much that he says what we don't know as that he says what we do know, in a way that is challenging and loving and that challenges us to love:

I am more and more convinced that true revolutionaries must perceive the revolution, because of its creative and liberating nature, as an act of love. For me, the revolution, which was not possible without a theory of revolution—and therefore of science—is not irreconcilable with love. On the contrary: the rev
Paul Bard
Apr 27, 2014 Paul Bard rated it did not like it  ·  review of another edition
Shelves: not-to-be-read
Complete crap.

A more obtuse and overly-abstract espousing of silly theories resulting in useless do-gooderism could hardly be possible.

If Freire said he did ABC actions to free people through education and measured XYZ results in specific improvements in quality of life, then he might have won respect despite his pernicious theory.

But Freire dressed it up in fancy language to hide what was really going on. If he were honest, he would speak clearly. This is therefore a dishonest book.

Avoid. Avoi
May 10, 2010 Natalie rated it it was amazing  ·  review of another edition
This was amazing. Aside from a few weird pages comparing animals to humans in chapter 3, I found everything in this book incredibly valuable.

His audience is Leftists. This book does not try to convert people to believing in the need for change. It is like an instruction manual for those who wish to see it come about. He describes in detail the causes of so many problems. He criticizes and directs Leftists. His critiques are spot-on. He settles so many mental issues I've struggled with myself, a
Dan Kugler
Apr 04, 2008 Dan Kugler rated it it was amazing  ·  review of another edition
Shelves: the-best, to-live-by
Yet it is--paradoxical though it may seem--precisely in the response of the oppressed to the violence of the oppressors that a gesture of love may be found. Consciously or unconsciously, the act of rebellion by the oppressed (an act which is always, or nearly always, as violent as the initial violence of the oppressors) can initiate love. Whereas the violence of the oppressors prevents the oppressed from being fully human, the response of the the latter to this violence is grounded in the desire ...more
Dec 14, 2009 Alex rated it really liked it  ·  review of another edition
a classic philosophical work stressing the importance of education and cultural action in revolutionary movement building. articulates many of the basic ideological building blocks for self-conscious revolutionaries, urging them to side with the oppressed, and speak with them, rather than for them.

however i think the movement has moved on from the idea that there is a "revolutionary leadership" which is separate from "the people", or "the oppressed", and which must fight for THEIR freedom. inste
Larissa Caldin
Feb 07, 2016 Larissa Caldin rated it really liked it  ·  review of another edition
Essencial e atual. Embora foque muito na revolução como fim, aborda inúmeras possibilidades para se incrementar uma educação do diálogo na sociedade atual. Expressa de forma clara a ineficiência e necrofilia da educação bancária tão presente no Brasil.
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The Brazilian educator Paulo Freire is among most the influential educational thinkers of the late 20th century. Born in Recife, Brazil, on September 19, 1921, Freire died of heart failure in Sao Paulo, Brazil on May 2, 1997. After a brief career as a lawyer, he taught Portuguese in secondary schools from 1941-1947. He subsequently became active in adult education and workers' training, and became ...more
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“Education either functions as an instrument which is used to facilitate integration of the younger generation into the logic of the present system and bring about conformity or it becomes the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world.” 435 likes
“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.” 251 likes
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