“Education either functions to integrate 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.”
Paulo Freire, Pedagogy of the Oppressed
Our school is named
in honor of the late Paulo Reglus Neves Freire (September 19, 1921 - May 2, 1997). Paulo Freire was a Brazilian educator, who believed that education was the key to liberating oneself from poverty and oppression. Growing up in a single parent household, and four grade levels behind, Paulo Freire became committed to educating the poor and improving
their conditions. In 1967, he
published his first book, Education as the Practice of Freedom. In 1968, he published his most famous work, Pedagogy
of the Oppressed, and in 1969 he came to the United States and worked at Harvard University as a visiting professor at the Center for Study in Education and Development.
Paulo Freire is best known for his criticism of the “banking system” in education, whereby students are viewed as empty vessels waiting to be filled with knowledge from teachers. Instead, he advocated for an education built upon inquiry, dialogue, reflection, and consciousness. According to Freire, students and teachers should participate in inquiry and dialogue, where they work together to build knowledge and understanding. In this sense, dialogue is a cooperative activity that involves respect and community. Engaging in this process, leads to reflection on lived experiences where students are able to situate their learning in the read world. The end result is consciousness, which can be seen in the demonstrated understanding that one has power to transform reality.
At the Paulo Freire School, the main reason we teach is to foster the active use of knowledge. Sometimes that active use of knowledge means that the student learns something new, integrates that information, and applies it to their daily lives. Other-times, it means that the student is inspired to make a difference in the world, form a plan, and take action.
"As teachers one of our most important roles is to foster the active use of knowledge." - Stephanie Harvey and Harvey Daniels, Inquiry Circles in Action.
Paulo Freire is best known for his criticism of the “banking system” in education, whereby students are viewed as empty vessels waiting to be filled with knowledge from teachers. Instead, he advocated for an education built upon inquiry, dialogue, reflection, and consciousness. According to Freire, students and teachers should participate in inquiry and dialogue, where they work together to build knowledge and understanding. In this sense, dialogue is a cooperative activity that involves respect and community. Engaging in this process, leads to reflection on lived experiences where students are able to situate their learning in the read world. The end result is consciousness, which can be seen in the demonstrated understanding that one has power to transform reality.
At the Paulo Freire School, the main reason we teach is to foster the active use of knowledge. Sometimes that active use of knowledge means that the student learns something new, integrates that information, and applies it to their daily lives. Other-times, it means that the student is inspired to make a difference in the world, form a plan, and take action.
"As teachers one of our most important roles is to foster the active use of knowledge." - Stephanie Harvey and Harvey Daniels, Inquiry Circles in Action.
