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TET Notes - Educational Thoughts of Paulo Freire


 Educational Thoughts of Paulo Freire


u To name (Named the world)


u To reflect(Dialogue and Conversation)


u To act(PRAXIS)


To name


v Naming is developing consciousness but consciousness that is understood to have the power to transform reality.


v He gave a voice to those who were oppressed so educators who saved them could better their oppression.


To Reflect


v He says ‘‘Dialogue is the encounter between men, mediated by the world, in order to name the world.


v Freire was concerned about using the imagination to produce new possible ways of naming and acting in the world when with people around literacy.


To Act


v This action is not merely the doing of something which Freire describes as activism.


v It is not simply action based reflection.


v It is action which embodies qualities which include a commitment to human wellbeing, a search for truth and a respect for others.


v This enables society to act in ways which produce justice and allow mankind to flourish.


v Praxis means practice as different from theory.


v It is also called practical application of theory.


Qualities of Teachers in Freire Scheme of Education


v Self-confidence, self-respect and respect for others.


v Lovingness not only for students but also towards the process of learning.


v Courage to fight to love and to conquer fears to be a political agent of change to improve democracy.


v Tolerance, this requires respect, discipline and ethics.


v Decisiveness that is the ability to make decisions.


v Security it means confidence in one’s actions.


v Wisdom it means to use both patience and impatience in unison to work patiently impatient never surrendering entirely to either.


v Verbal parsimony it means those who live in the assumption of patience-impatience will rarely lose control over their words and they will rarely exceed the limits of considered yet energetic discourse.


 Qualities of progressive teachers produce the following in their schools

v Thinking


v Participation


v Creation


v Speaking


v Love


v Ability to Guess


The following are the rights of teachers according to fieire


v Freedom in teaching


v The right to speak


v The right to better conditions for pedagogical work.


v The right to criticize the authorities without fear of retaliation.



Brief Life History


v He was born in portages.


v He was a Brazilian educator and philosopher.


v He advocated critical pedagogy.


v He is best known for his work on ‘pedagogy of the oppressed’.


v He wrote many books such as, ‘Education as the practice of freedom’ and ‘Pedagogy of oppressed’ are famous in his philosophy of education.


Special Reference to the Concepts – Child Centred Education


a)   Activity Method


v Learning by doing is the main focus in this method.


v The activities used in this approach can be generalized under three main categories.


                                                                                              i.            Exploratory   :  It is gathering knowledge, concept and skill.

                                                                                           ii.            Constructive:  It is getting experience through creative works.

                                                                                         iii.            Expressional:  It means giving presentations.


          Role of Teacher

v A planner an organizer and evaluator.


v Facilitator


v Decision Maker


v Knowledge Imparter


v Disciplinarian


b)   Discovery  Method


v Discovery learning takes place in problem solving situations where the learner draws on his own experience and prior knowledge.


v It is the method through which students interact with their environment by exploring it.


v It is the best method for teaching science subject at schools.


c)    Dialogue Learning


v In dialogue learning educators design learning activities by considering answers to the following questions.


                                                                              i.            Who are the learners?


                                                                            ii.            Why the situation that calls for the learning arises?


                                                                         iii.            When will learning take place?


                                                                         iv.            Where will learning take place?


                                                                            v.            How do the learners interact?


v The Dialogue Education approach demands integration between theory design and implementation.


v The integration leads to improved learning and resulting behaviour change.























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