Notion of Learning by Paolo Freire

Paolo Freire’s Impact on Education

Paolo Freire had a significant impact on both Africa and Latin America. In the beginning, he created and developed adult literacy programs while working in the state school system. The initiatives made sure that the underprivileged valued their native tongues in order to ensure that they learned to read and write. Furthermore, according to Freire, education should impart language, experience, and skills rather than imposing the culture of the educators on the educated.

Dialogue and Critical Literacy in Education

Because of his respect for the underprivileged and oppressed, Freire’s ideology was born. Besides, he asserts that with the existence of respect, a teacher and a learner develop a condition of trust as well as communication. Rather than education becoming a top-down, one-way lecture, it becomes a dialogue between participants. The knowledge, feelings, as well as the understanding of the learner, should not go unchallenged. Through critical literacy, students can question on matters relating to power and social contexts (Cervetti n9).

The Problem-Posing Theory of Education

Freire came up with a problem-posing theory of education, to challenge the model of banking education. In this approach, both the teacher as well as the learner analyze their knowledge together. The problem-posing theory suggests that the problems that people encounter can be transformed, rather than the belief that both the situations of the learner and the teacher are fixed (Coffey 2011). A teacher is not supposed to provide answers to problems, but aid in the process of teaching critical thinking. Conscientization aids in the understanding that the world is open to transformation. For the practical courses or institutions, learners are supposed to do the sessions practically. Also, when learners engage in critical thinking and analyze their experiences as well as feelings, learning can best be achieved. Knowledge theories are interrogated by use of critical pedagogical approaches (Freire 72).

The Culture Circle and Learning

On the other hand, a culture circle was created where education was taken out of the classroom (Bomer and Katherine 774). Learners articulated their understanding of how to act to future change through their ways of speaking. Individuals progress quickly when they view education as a monologue process (Delpit 299). Both the educatees as well as educators should engage in the form of learning where there is mutual respect. For instance, through this model, the illiterate adults in Brazil learned to read and write within 30 hours. When institutions use culture circles, progress is noticed in the whole group instead of just a few individuals (Foss and Marilyn 393). The culture circle process should be approached as a consciousness’ creation as well as an awakening process instead of being approached mechanically.

Freedom, Inquiry, and Reflection

Learners must fight for freedom to create as well as construct, wonder, and venture for them to become authentic selves. Freire contended that true knowledge transpires through persistent critical inquiry with the world’s relations with other people (Powell et al. 773). Shading light on this, institutions should allow learners develop praxis for them to be transformed (Kretovics 51). Also, for teachers to be good role models to their students, they should be beyond reproach. Teachers should undergo a continuous personal reflection to lead by example.

Conclusion

The education conception of Freire is oriented towards transforming the society and has helped individuals in revolutionary organizations acquire education. The work of Freire has influenced progressive educators, particularly in the context of traditions which are emerging such as critical pedagogy and multicultural education. In the world today, Freire’s philosophy remains relevant, since there is need for critical analysis in all aspects.

Works Cited

Bomer, Randy, and Katherine Bomer. For a Better World: Reading and Writing for Social Action. Heinemann, 88 Post Road West, PO Box 5007, Westport, CT 06881, 2001.

Cervetti, Gina, Michael J. Pardales, and James S. Damico. “A tale of differences: Comparing the traditions, perspectives, and educational goals of critical reading and critical literacy.” Reading online 4.9 (2001): n9.

Coffey, Heather. “Critical literacy.” Retrieved May 18 (2008): 2011.

Delpit, Lisa D. “Acquisition of literate discourse: Bowing before the master?” Theory into practice 31.4 (1992): 296-302.

Foss, Abigail, and Marilyn Carpenter. “Peeling the onion: Teaching critical literacy with students of privilege.” Language Arts 79.5 (2002): 393.

Freire, Paulo. “Pedagogy of the Oppressed, trans.” Myra Bergman Ramos. New York: Continuum (1970): 65-80.

Kretovics, Joseph R. “Critical literacy: Challenging the assumptions of mainstream educational theory.” Journal of Education (1985): 50-62.

Powell, Rebecca, Susan Chambers Cantrell, and Sandra Adams. “Saving Black Mountain: The promise of critical literacy in a multicultural democracy.” The Reading Teacher54.8 (2001): 772-781.