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The birth of a Pedagogy
Rasika Nyoman
Created on August 11, 2025
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Transcript
5mn of reading
The birth of
a Pedagogy
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Paulo Freire (1921-1997)
Before we explore his ideas, let's take a moment to meet the person:
Brazilian philosopher and educator who revolutionized citical pedagogy worldwide Born in Recife, Brazil, he experienced poverty during the Great Depression, which deeply influenced his understanding of social injustice and education His ideas emphasized dialogue, critical thinking, and empowering learners to become active participants in their own education
Education, for Freire, is a journey toward becoming more human, a journey toward naming one's world, recognizing the oppressive and dehumanizing elements in one's life experience and transforming them to elements of freedom and justice (Freire, 2000).
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In this context, Freire argued that hope was a fundamental human need. He thus felt compelled to write the next logical step: Pedagogy of Hope: Reliving Pedagogy of the Oppressed.
Key
Freire first introduced Pedagogy of the Oppressed in 1968. At that time, Brazil, like many countries, was experiencing intense social and political tension.
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From opression to hope
Historical Context
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In Pedagogy of Hope (1992), Freire presented a teaching approach centered on: Dialogic education, Community, Critical reflection, Agency, Democracy
Freire’s ideas influenced many countries experiencing political change. His methods left a lasting impact on literacy rates in these nations, shaping modern educational practices.
Freire’s pedagogical model called for a critical approach to education, grounded in the need for hope and the will to confront forces of domination that disrupt people’s lives.
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A CRITICAL APPROACH TO TEACHING
GLOBAL IMPACT
CORE PRINCIPLES
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"Hope is part of our discourse, part of our orientation toward the future, part of how we sustain ourselves in our daily work."
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(Jacobs, 2005, p.783)
Banking model
a method where the teacher deposits information into students as if they were empty containers
In Pedagogy of Hope, Freire argued that teaching should be critical and built on a genuine exchange of ideas. He rejected what he called the “banking model” of education. For Freire, learning was not about storing facts, but about solving problems together. This belief shaped how he saw the role of the teacher. In his view, educators should also be learners, constantly questioning and evolving.
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"Language, for Freire, was never neutral."
When critics pointed out the use of sexist language in Pedagogy of the Oppressed, Freire did not try to justify it. Instead, he admitted that such language went against the very goals of democracy and equality that his work defended. Language, for Freire, could open doors to freedom or reinforce oppression. Scholar bell hooks echoed this idea in Teaching to Transgress, explaining how silences, speech patterns and dialects all play a role in the struggle for liberation.
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Ongoing reflections
for teachers
Working within Freire’s approach means paying close attention to the language used in the classroom. It calls for tolerance, acceptance, and constant reflection because the words we choose can shape power, possibility, and freedom.
Stay vigilant about how language is used in the classroom. Cultivate tolerance and acceptance in communication. Recognize that language shapes power and can either support or block liberation.
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"... to speak a true word is to transform the world."
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(Paulo Freire)
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