Pedagogy of Hope Quotes

“No one leaves his or her world without being transfixed by its roots, or with a vacuum for a soul. We carry with us the memory of many fabrics, a self soaked in our history, our culture; a memory, sometimes scattered, sometimes sharp and clear, of the streets of our childhood, of our adolescence; the reminiscence of something distant that suddenly stands out before us, in us, a shy gesture, an open hand, a smile lost in time and misunderstanding, a sentence, a simple sentence, possibly now forgotten by the one who said it. A word for so long a time attempted and never spoken, always stifled in inhibition, in the fear of being rejected- which as it implies a lack of confidence in ourselves, also means refusal to risk.”
― Paulo Freire, Pedagogy of Hope: Reliving Pedagogy of the Oppressed

“If the great popular masses are without a more critical understanding of how society functions, it is not because they are naturally incapable of it—to my view—but on account of the precarious conditions in which they live and survive, where they are “forbidden to know.” Thus, the way out is not ideological propaganda and political “sloganizing,” as the mechanists say it is, but the critical effort through which men and women take themselves in hand and become agents of curiosity, become investigators, become subjects in an ongoing process of quest for the revelation of the “why” of things and facts.”
― Paulo Freire, Pedagogy of Hope: Reliving Pedagogy of the Oppressed

“No hay cambio sin sueño, como no hay sueño sin esperanza.”
― Paulo Freire, Pedagogía de la esperanza. Un reencuentro con la Pedagogía del oprimido

“No one goes anywhere alone, least of all into exile—not even those who arrive physically alone, unaccompanied by family, spouse, children, parents, or siblings. No one leaves his or her world without having been transfixed by its roots, or with a vacuum for a soul. We carry with us the memory of many fabrics, a self soaked in our history, our culture; a memory, sometimes scattered, sometimes sharp and clear, of the streets of our childhood, of our adolescence; the reminiscence of something distant that suddenly stands out before us, in us, a shy gesture, an open hand, a smile lost in a time of misunderstanding, a sentence, a simple sentence possibly now forgotten by the one who had said it.”
― Paulo Freire, Pedagogy of Hope: Reliving Pedagogy of the Oppressed

“Actually, what the rejected ones need—those forbidden to be, prevented from being—is not our tepidity but our warmth, our solidarity—yes, and our love, but an unfeigned love, not a mistrustful one, not a soppy love, but an 'armed' love.”
― Paulo Freire, Pedagogy of Hope: Reliving Pedagogy of the Oppressed

“é exatamente a sua politicidade, a sua impossibilidade de ser neutra, que demanda da educadora ou do educador sua eticidade. A tarefa da educadora ou do educador seria demasiado fácil se se reduzisse ao ensino de conteúdos que nem sequer precisariam de ser tratados assepticamente e assepticamente “transmitidos” aos educandos, porque, enquanto conteúdos de uma ciência neutra, já eram em si assépticos. O educador neste caso não tinha por que, ao menos, se preocupar ou se esforçar por ser decente, ético, a não ser quanto à sua capacitação. Sujeito de uma prática neutra, não tinha outra coisa a fazer senão “transferir conhecimento” também neutro.”
― Paulo Freire, Pedagogia de la esperanza

“Mais do que ser educando por causa de uma razão qualquer, o educando precisa tornar-se educando assumindo-se como sujeito cognoscente e não como incidência do discurso do educador. Nisto é que reside, em última análise, a grande importância política do ato de ensinar.”
― Paulo Freire, Pedagogia de la esperanza

“The brutality of racism is something beyond what a minimum of human sensitivity can encounter without trembling, and saying, “Horrible!”
― Paulo Freire, Pedagogy of Hope: Reliving Pedagogy of the Oppressed

“what can we do now in order to be able to do tomorrow what we are unable to do today?”
― Paulo Freire, Pedagogy of Hope: Reliving Pedagogy of the Oppressed

“If anyone, on the other hand, assuming a democratic, progressive position, therefore argues for the democratization of the programmatic organization of content, the democratization of his or her teaching—in other words, the democratization of curriculum—that person is regarded by the authoritarian as too spontaneous and permissive, or else as lacking in seriousness. If,”
― Paulo Freire, Pedagogy of Hope: Reliving Pedagogy of the Oppressed

“A coerência não é, porém, imobilizante. Posso, no processo de agir-pensar, falar, escrever, mudar de posição. Minha coerência assim, tão necessária quanto antes, se faz com novos parâmetros. O impossível para mim é a falta de coerência, mesmo reconhecendo a impossibilidade de uma coerência absoluta.”
― Paulo Freire, Pedagogia de la esperanza

“No que diz respeito às relações autoridade-liberdade, [...], corremos também o risco de, negando à liberdade o direito de afirmar-se, exacerbar a autoridade ou, atrofiando esta, hipertrofiar aquela. Em outras
palavras, corremos o risco de cair seduzidos ou pela tirania da liberdade ou pela tirania da autoridade, trabalhando, em qualquer das hipóteses, contra a nossa incipiente democracia.”
― Paulo Freire, Pedagogia de la esperanza