Condemning the banking concept of education, where the learner is seen as a still unoccupied deposit into which knowledge and literacy can be invested, Paulo Freire sought-after(a) to add the analytical framework and skills for people to define, challenge, change and subscribe their deliver development depending on their specific cultural and historic setting (261). To do this, the oppressed must be liberate. In this paper, I will discuss how the oppressors can be turn with dialogue and how this results in the overall solution: problem mock up education. Paulo Freire envisions the pedagogy of the oppressed or the teaching the oppressed as, an melodic instrument for the oppressed to make the critical discovery that twain they and their oppressors ar manifestations of de kindization (261). Freire describes the oppressed and the oppressor as not being in full human (de-humanized) beings. The oppressor does not allow other beings to be to the full human by robbing them o f their free will. In the dish of oppressing others, the oppressor is take down because he/she denies others their humanity. Freire sees beings who are not allowed to be fully human as oppressed. At the same quantify the oppressed can in turn become the oppressor because much they see the oppressor as what they should strive to be.
In an attempt to see control of their lives, many time the oppressed strive to be a part of the heavy system. This does not liberate the oppressed, kind of it turns them into oppressors. In this process, the problem of conquering is not solved only when rather reinforced. In the ir struggle for liberation, the oppressed ma! y avenge against the oppressor in an effort to control. This too defeats the drive of becoming liberated because the oppressed again becomes the oppressor. This is a culpable cycle which does not result in humanization, but instead... If you destiny to get a full essay, order it on our website:
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