Paulo
Freire
Pedagogy
of oppressed
CONTENTS
Chapter
1
The justification
for a pedagogy of the oppressed; the contradiction bettwen the
oppressors and the opressed, and how it is overcome; oppression and
opressors; oppression and the oppressed; liberation: not a gift, not
a self achievement, but a mutual process.
Chapter
2
The “Banking”
concept of education as an instrument of oppression – its
presuppositions – a critique; the problem-posing concept of
education as an instrument of liberation – its presuppositions;
the “banking” concept and the teachers-student contradiction; the
problem-posing concept and the supersedence of the teachers-student
contradiction; education: a mutual process, word-mediated; people as
uncompleted beings, conscious of the their incompletion, and their
attempt to be more fully human.
Chapter
3
Dialogics – the essence of education as the practice
of freedom; dialogics and dialogue; dialogue and the search for
program content; the human-world relationship, “generative themes”
and its methodology; the awakening of critical consciousness through
the investigation of “generative themes”; the various stages of
the investigation.
Chapter
4
Antidialogics
and dialogics as matrices of opposing theories of cultural action:
the former as an instrument of oppression and the latter as an
instrument of liberation; the theory of antidialogical action and its
characteristics: conquest, divide and rule, manipulation, and
cultural invasion; the theory of dialogical action and its
characteristics: cooperation, unity, organization, and cultural
synthesis.
