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Paulo Freire

Pedagogy of the Oppressed Paperback – January 1, 1986

by Paulo Freire (Author)

4.7 1,210 ratings

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Paperback, January 1, 1986

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Text: English, Portugese (translation)

Print length

186 pages
Language

English
Publisher

Continuum International Publishing Group, Incorporated
Publication date

January 1, 1986
Dimensions

0.8 x 5.6 x 8 inches
ISBN-10

0826400477
ISBN-13

978-0826400475
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4.7 out of 5

1,210 global ratings

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George

Excellent book, wish the cover & paper was better

Reviewed in the United States on December 16, 2022

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Paulo Freire is an excellent pedagogical theorist; the content of the book is insightful, thorough, and eloquent even if a bit esoteric at times (e.g. there are a few instances of a completely grammatically correct sentence taking half of a paragraph, woah!). I definitely recommend reading this with a teacher friend who at least politically identifies as progressive as they should be able to identify with some of the issues and concepts described and raised by Freire. Plus, Freire states in his foreword that "Admittedly, this is a work for radicals."
This being said, while the cover picture is cool and the last few pages have excellent publisher recommendations, the paperback is pretty flimsy and the pages feel kinda like a very light cardboard.
The content is a 5/5 no question about, but the book cover brings it down to a 4/5.

One person found this helpful

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Keith Brown

Invaluable for educators and people who care about education.

Reviewed in the United States on March 18, 2021

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As someone who tries to be a good teacher, I've found a lot of goodness and solid practice in Pedagogy of the Oppressed. I was exposed to it through Augusto Boal's Theater of the Oppressed, which builds off of the frameworks that Freire lays out. The theory about radicalization and oppression at the beginning can be incredibly dense, to the point of feeling impenitrable. But, once I was able to get past that, I felt like I had a new perspective on my work in a classroom.

7 people found this helpful

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Amazon Customer

Very academic book on oppression in Brazil

Reviewed in the United States on August 22, 2023

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The book shares an important message on uplifting the oppressed. It was somewhat redundant, but maybe it was because of the translation from Portuguese to English. Great study for those wanting to understand the systemic barriers that are in place in Brazil and that can be applied to most other countries when it comes to who holds the power and wealth and breaking down those barriers.

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Mike Jones

The most annoying 5-star read ever

Reviewed in the United States on August 4, 2013

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I'm giving this 5 stars because the message, I think, is SO SO important: The mission of an educator should not be to teach them "the material," but to equip, inspire, and support students to question and transform their world into a place free from the violence cycles of oppression.

I was tempted to take off a star or two for what other readers have mentioned-- that his writing is incredibly pedantic. But I guess that's to be expected; this is a scientific deconstruction of oppression and the role of revolutionary education. I would recommend this book to all-- especially young-- educators (I am one). We need to question WHY we teach what we teach, and what kind of world we want students to create-- Paulo Friere gives a brilliant, though slow, examination of these questions.

19 people found this helpful

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Whitney Nieves

Eye opening

Reviewed in the United States on April 25, 2019

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I had to read this book for one of my graduate classes. It looks into groups of oppression, explaining how it came to be, and how it’s harming our public school system. I recommend it, especially for k-12 teachers.

7 people found this helpful

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Lisa Brown

I will read this again and agu

Reviewed in the United States on April 28, 2021

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I will read this again and again

One person found this helpful

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Ashley

Knowledgable

Reviewed in the United States on July 10, 2020

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Great book that has been hard to find, thank you for having it and for such a great value

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Basilio Hernandez

Liberating education is key to a thriving society . Thank you Freire

Reviewed in the United States on March 6, 2020

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Amazing book. A Revolutionary masterpiece. All agents of change and revolutionaries should read this work of enlightenment , responsibility, freedom and love.

One person found this helpful

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Kurt Lehberger

Human beings learn to swim in the water, not in a library.

Reviewed in Germany on February 27, 2021

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The book is very inspiring. As I work with people in projects, I have found Paulo Freire's concepts particularly useful and transferable to today's world. Here are the main insights that I have extracted.
What we do not want is that teachers who teach passive entities and fill it in the students like bank deposits under the impression that the students consider the piece of knowledge as true. The intention is that they get more passive and that they will adapt easier in the world as it is. This concept is contrarily to the concept of liberation and emancipation. It is a kind of oppression. The dialogical approach is beneficial for both the teacher and the student. In the educational process arguments based on authority can no longer be valid and accepted. Authority must be on the side of freedom and not against it (p. 53). Through dialogue with teacher-student and student-teacher the participants become jointly responsible for the educational process. They learn from the teacher and get taught teaching. Both will grow in this process, being mediated by the world and their cognizable objects.
Their responses to new challenges will follow by new understandings. This is the education of freedom and of liberation. This is as well problem posing education. The task is to demythologizing and de-alienation the facts in the world. The dialog is indispensable to get the real concept of the world and to unveil the reality. This kind of education makes the students critical thinkers. The intention is to give the people their ontological and historical vocation of becoming more fully human (p. 57).
The real situation is the beginning to determine the perception of it and the move from it. The situation must be perceived as authentical and merely limited but not fated. Then the situation might be challenging but as well changeable. The deepening of the consciousness of the situation leads to the understanding that this is a historical reality which is object of transformation. The true dialogue requires the critical thinkers. The critical thinker perceives the reality as process as a continuing transformation of reality with the objective to the humanization of men.
The historical themes are never isolated. They are always interacting dialectically with their opposites. Often myth-creating irrationality threatens and only be critical and dynamic view of the world the reality can be unveiled and transformed in the favor of the liberation of the people and the humanization of the mankind (p. 75).
Humans are in the dialectical situation between the determination of limits and their own freedom. To overcome the limit-situation men must separate the world from their own actions. Men must perceive their decisions as independently from the boundaries of the world. Their decisions are evolving from the relationship from themselves to the world and from the relationship to others. The historical consciousness leads to this transcendental power enabling to respond to the unlimited challenges. The historical themes can only be found in the human-world relationships. These themes constitute the epochal achievement in a dialectical kind of development. The themes and concepts are with opposites and the compete against each other. The outcome is a result of a complex of opposing interacting of human beings.
When the limit-situation is not clearly perceived, the actions will not be authentical historical actions. In this situation, humans are unable to transcend the limit-situations to discover the realm of the “untested feasibility” or the sphere of the unperceived practicable solutions. The present consciousness prevents the perceiving the "untested feasibility" which lies beyond the limit-situations. To go deeper in the concept the reader should look into Lucien Goldman's concept of potential consciousness and real or present consciousness. To achieve the potential consciousness men must perform the "testing action" and discover the new feasibility and not yet proved feasibility. This requires the investigation of meaningful themes.
The educators or investigators or leaders can play the role of acceleration by projection of a clear and simple codification of an existential situation. The research on the successful codification indicates that if a first codification is found that is essential, means a basic nucleus of truth has been perceives and this opens into a thematic extension with many following codifications. After the decoding of the essential situation is the projected image can be taken as a reference for further auxiliary codifications. The participants are enabled to reach a synthesis.
The untested feasibility will be discovered in the process of critical thinking, dialogue, and actions, accompanied by failures and rectifications. Human beings learn to swim in the water, not in a library. If there is a leader, a facilitator, a coach, or an investigator the process will be more effective and get more power to the social movement in the direction of epochal improvement.

One person found this helpful

Marianna

Inspiring

Reviewed in the United Kingdom on February 15, 2023

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Very passionate
Intense and critical thinking
We need this

Susan

Be radical

Reviewed in the United Kingdom on February 23, 2023

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The two main takeaways for me are:-
(1) that oppressors cannot bring an end to the oppression - the oppressed have to do that (or at least take a big part in it)
(2) In overcoming oppression the oppressed save the humanity of themselves and also the humanity of the oppressors
Also there is a two-stage process to the pedagogy. The first stage is the oppressed working with the oppressors in order to see reality more clearly. Secondly following on from the first stage the pedagogy no longer becomes owned by the oppressors it becomes owned by the oppressed as well.
I think that the author uses the word “pedagogy” rather than “education” because the word “education” brings with it a lot of unhelpful associations and baggage (page 26).
I suppose it is possible to fall into the trap of reading this book in exactly the manner the author warns against - that is as a passive recipient of information while viewing the author as an authority and seeing ourselves as ignorant.

4 people found this helpful

Renza

Light weight

Reviewed in India on August 10, 2020

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I like the cover, the print is fine, but a little tight. The book is really light and easy to carry around.

One person found this helpful

Sara

Returned, the quality of paper was awful

Reviewed in Canada on January 15, 2023

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I questioned whether this was a pirated book. For $20 which isn't that less the paper was horrible. I've seen better quality books at dollarama for a dollar or 2. The print was lopsided and just bad all around. Returned.

One person found this helpful

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Pedagogy of the Oppressed Paperback – January 1, 1986

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