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About Pedagogy of the Oppressed:
Pedagogy of the oppressed was written by educator Paulo Freire. The book proposes pedagogy with a new relationship between teacher, student and society. It was first published in Portuguese in 1968 and was translated by Myra Ramos into English and published in 1970. The book is considered one of the foundational texts of critical pedagogy. This book is dedicated to the oppressed and based on his own experience helping Brazilain adults to read and write, Freire includes a detailed Marxist Class analysis in his exploration of the relationship between the colonizer and the colonized. In this book Paulo called traditional pedagogy the “banking model” because it treats the student as an empty vessel to be filled with knowledge like a piggy bank. The book has sold over 750,000 copies worldwide. It was translated into several languages; most editions of pedagogy of the oppressed contain at least one introduction/foreword, a preface and four chapters. The first chapter of this book explores how oppression has been justified and how it reproduced through a mutual process between the oppressor and the oppressed. The second chapter examines the “banking” approach to education. The third chapter developed the use of the term limit situation with regards to dimensions of human praxis. The last chapter of the book proposes dialogic as an instrument to free colonized, through the use of cooperation, unity, and organization and cultural synthesis. Since the publication of the English edition in 1970, Pedagogy of the oppressed has been widely adopted in America’s teacher-training programs.
About Paulo Freire:
Paulo Reglus Neves Freire was born on September 19, 1921 and died on May 2, 1997. He was a Brazilian educator and philosopher who was a leading advocate of critical pedagogy. He is best known for his influential work, Pedagogy of the Oppressed. It was considered to be one of the foundational texts of the critical pedagogy movement. Paulo was the first person who receives King Baudouin International Development Prize 1980. He also received UNESCO prize for peace education 1986.
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