पाउलो फ्रेइरे
शिक्षा को निष्क्रिय विद्यार्थियों में तथ्य उँडेलना नहीं चाहिए बल्कि उत्पीड़ितों को संवाद के द्वारा अपने संसार को समझने और बदलने में सहायता करनी चाहिए।
पृष्ठभूमि
ब्राज़ीली शिक्षाविद्: “बैंकिंग” शिक्षा के विरुद्ध, उत्पीड़ित संवाद में शब्द और संसार को पढ़ना सीखते हैं – मुक्ति के मार्ग के रूप में चेतनाकरण (conscientização)।
मुख्य विचार
- उत्पीड़ितों की शिक्षा-पद्धति
- बैंकिंग शिक्षा की आलोचना
- चेतनाकरण
प्रभाव
जिनसे प्रभावित 8
गेऑर्ग विल्हेल्म फ़्रीडरिश हेगल
जिनसे प्रभावित
Freire drew on Hegel’s master–slave dialectic to argue that only the oppressed, by freeing themselves, can also free their oppressors (Pedagogia do oprimido, written 1968). P. Freire, Pedagogia do oprimido (written 1968); G. W. F. Hegel, Phänomenologie des Geistes (1807)
साक्ष्य: AI मसौदा
गेऑर्ग विल्हेल्म फ़्रीडरिश हेगल › 1770–1831
कार्ल मार्क्स
जिनसे प्रभावित
Freire took from Marx praxis as the unity of reflection and action and cited his thesis that the educator must be educated (Pedagogia do oprimido, written 1968). P. Freire, Pedagogia do oprimido (written 1968); K. Marx, Thesen über Feuerbach (1845)
साक्ष्य: AI मसौदा
कार्ल मार्क्स › 1818–1883
जॉर्ज लुकाच
जिनसे प्रभावित
In Pedagogy of the Oppressed (ch. 1) Freire took up Lukács’s demand, in his book on Lenin (1924), that the party “explain to the masses their own action” – but as dialogue with the people rather than explanation to them. P. Freire, Pedagogy of the Oppressed (1968; English 1970), ch. 1; G. Lukács, Lenin (1924)
साक्ष्य: AI मसौदा
जॉर्ज लुकाच › 1885–1971
कार्ल मानहाइम
जिनसे प्रभावित
In Education as the Practice of Freedom (1967) Freire repeatedly cited Mannheim and took up his “fundamental democratisation” of mass society; Vanilda Paiva argued that Mannheim’s sociology of education was a pillar of Freire’s early pedagogy. P. Freire, Educação como prática da liberdade (1967); K. Mannheim, Man and Society in an Age of Reconstruction (1940); V. Paiva, Paulo Freire e o nacionalismo-desenvolvimentista (1980)
साक्ष्य: AI मसौदा
कार्ल मानहाइम › 1893–1947
ज्यां-पाल सार्त्र
जिनसे प्रभावित
Against “banking” education Freire cited Sartre’s formula from his essay on Husserl’s intentionality – consciousness and the world are “given at one stroke” – in Pedagogy of the Oppressed (1968, ch. 2). P. Freire, Pedagogy of the Oppressed (1968; English 1970), ch. 2; J.-P. Sartre, “Une idée fondamentale de la phénoménologie de Husserl: l’intentionnalité” (1939), Situations I
साक्ष्य: AI मसौदा
ज्यां-पाल सार्त्र › 1905–1980
फ़्रांट्ज़ फ़ानों
जिनसे प्रभावित
Freire drew on Fanon’s account of the colonised who internalise the oppressor and turn violence against their own (Pedagogia do oprimido, written 1968). P. Freire, Pedagogia do oprimido (written 1968; Eng. 1970; Portuguese ed. 1974); F. Fanon, Les Damnés de la terre (1961)
साक्ष्य: AI मसौदा
फ़्रांट्ज़ फ़ानों › 1925–1961
सभी दिखाएँ (8)कम दिखाएँ
एरिक फ़्रॉम
जिनसे प्रभावित
Freire took Fromm’s distinction of necrophilous and biophilous character to describe oppression as a love of control over the living (Pedagogia do oprimido, written 1968). P. Freire, Pedagogia do oprimido (written 1968); E. Fromm, The Heart of Man (1964)
साक्ष्य: AI मसौदा
एरिक फ़्रॉम › 1900–1980
अमिल्कार काब्राल
जिनसे प्रभावित
Freire built his literacy work in Guinea-Bissau on Cabral’s call for the ‘re-Africanisation of mentalities’ and the ‘class suicide’ of the petty bourgeoisie (Cartas à Guiné-Bissau, 1977). P. Freire, Cartas à Guiné-Bissau: Registros de uma experiência em processo (1977; Eng. Pedagogy in Process, 1978); A. Cabral, Unity and Struggle (1979)
साक्ष्य: AI मसौदा
अमिल्कार काब्राल › 1924–1973
जिन्हें प्रभावित किया 2
स्टीव बीको
जिन्हें प्रभावित किया
Biko and the South African Students’ Organisation used Freire’s conscientisation in literacy and community projects of the early 1970s to build Black self-reliance. L. Hadfield, Liberation and Development: Black Consciousness Community Programs in South Africa (2016); S. Biko, I Write What I Like (1978); P. Freire, Pedagogia do oprimido (1968)
साक्ष्य: AI मसौदा
स्टीव बीको › 1946–1977
बेल हुक्स
जिन्हें प्रभावित किया ✓
bell hooks took up Freire’s critique of ‘banking’ education and his idea of conscientisation for an engaged pedagogy, teaching as a practice of freedom (Teaching to Transgress, 1994). b. hooks, Teaching to Transgress: Education as the Practice of Freedom (1994); P. Freire, Pedagogia do oprimido (1968)
साक्ष्य: Wikidata में भी · Wikidata
बेल हुक्स › 1952–2021
कृतियाँ
चिली के निर्वासन में लिखी: शिक्षा या तो पालतू बनाती है या मुक्त करती है – संवाद के रूप में सीखना जिसमें शिक्षक और विद्यार्थी अपने संसार को नाम देते और बदलते हैं।
मत
Freire attacked “banking” education, in which teachers deposit knowledge in passive students and so reproduce domination. Education is never neutral: it either domesticates or liberates. In genuine dialogue, teachers and learners work with the “generative words” of their own lives and learn to read not only the word but the world. Through conscientização – critical awareness – the oppressed come to see their situation as changeable and act to change it; here Freire drew on Hegel’s master–slave dialectic, Marx and Fanon. Liberation cannot be handed down by leaders; it must be won together with the oppressed. Freire shaped critical pedagogy and popular education worldwide, as well as liberation theology.
जीवन और संदर्भ
Paulo Freire was born in Recife, Brazil, in 1921 and studied law. In adult education he developed a literacy method with which, in 1963 in Angicos, some three hundred workers learned to read in forty-five days. After the military coup of 1964 he was briefly jailed and went into exile in Bolivia, Chile and later Geneva. Returning in 1980, he became education secretary of São Paulo; he died in 1997.
अन्य प्रमुख कृतियाँ
- Education as the Practice of Freedom (Educação como prática da liberdade, 1967)
- Pedagogy of the Oppressed (Pedagogia do oprimido, written 1968, first published 1970)
- Pedagogy of Hope (Pedagogia da esperança, 1992)
इनमें आता है
- यात्रा ‘स्वतंत्रता का चिंतन’ · 9 में से पड़ाव 6
नवंबर 2026 तक · स्रोत · इस पृष्ठ को बेहतर बनाएँ · Agora कैसे बना है