By Ira; Freire, Paulo Shor
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Extra resources for A Pedagogy for Liberation: Dialogues on Transforming Education
From the beginning, I was convinced that I would have to have dialogue with the students. If you ask me if I had some systematic notion of what dialogue meant, I would have to answer no. I had no epistemology worked out to help me design my teaching. I had intuition. I guessed that talking with them should be the beginning. That is, not to just give classes to them, explaining things to them, but instead to challenge them critically about what I was saying. Finally, after leaving high school teaching, I started teaching adult workers in Recife, in the northeast of Brazil, my home area.
In terms of the limits of liberating education, we must understand the very subsystem of education. That is, how is systematic education constituted or constructed in the overall picture of capitalist development? We need to understand the systematic nature of education to act effectively within the space of the schools. We know that it's not education which shapes society, but on the contrary, it is society which shapes education according to the interests of those who have power. If this is true, we cannot expected- 36 A Pedagogy for Liberation ucation to be the lever for the transformation of those who have power and are in power.
Ira The authorities mandate a curriculum which they think will sustain the present structure of society. But school is not fully under their control. Education is not effectively reproducing the dominant ideology. It breeds student resistanc~verything from political movements to vandalism. Teachers witness a lot of disorder in the classroom. On the other hand, school is not exactly out of control either. It is an area of political contention dominated by the authorities, where opposition ideas and democratic culture can be organized by those who want to transform society, and where student alienation prevents the curriculum from working.
A Pedagogy for Liberation: Dialogues on Transforming Education by Ira; Freire, Paulo Shor