Academics From Brazil

"Someone who cannot acknowledge himself to be as mortal as everyone else still has a long way to go before he can reach the point of encounter.""

"Faith in people is an a priori requirement for dialogue."

"Founding itself upon love, humility, and faith, dialogue becomes a horizontal relationship of which mutual trust between the dialoguers is a logical consequence."

"Trust is established by dialogue."

"The dialogical character of education as the practice of freedom does not begin when the teacher-student meets with the students-teachers in pedagogical situation, but rather when the former first asks herself or himself what she or he will dialogue with the latter about."

"The unfinished character of human beings and the transformational character of reality necessitate that education be an ongoing activity."

"The revolutionary's role is to liberate, and to be liberated, with the people—not to win them over."

"For people, 'here' signifies not merely a physical space, but also an historical space."

"Those who are served by the present limit-situation regard the untested feasibility as a threatening limit-situation which must not be allowed to materialize, and act to maintain the status quo."

"Thematic investigation thus becomes a common striving towards awareness of reality and towards self-awareness, which makes this investigation a starting point for the educational process or for cultural action of a liberating character."

"Reflection upon situationality is reflection about the very condition of existence: critical thinking by means which people discover each other to be 'in a situation.'"

"The more educators and the people investigate the people's thinking, and are thus jointly educated, the more they continue to investigate."

"Critical perception cannot be imposed."

"The basic thing, starting from the initial perception of these nuclei of contradictions (which include the principal contradiction of society as a larger epochal unit) is to study the inhabitants' awareness of these contradictions."

"One might say they failed to perceive the untested feasibility lying beyond the limit-situations which engendered their needs."

"Individuals who were submerged in reality, merely feeling their needs, emerge from reality and perceive the causes of their needs."

"The thematics which have come from the people return to them—not as contents to be deposited, but as problems to be solved."

"Some may think that to affirm dialogue—the encounter of women and men in the world in order to transform the world—is naively and subjectively idealistic. There is nothing, however, more real or concrete than people in the world and with the world, than humans with other humans."

"It is when the majorities are denied their right to participate in history as Subjects that they become dominated and alienated."

"People will be truly critical if they live in the plenitude of the praxis, that is, if their action encompasses a critical reflection which increasingly organizes their thinking and thus leads them to move from a purely naive knowledge of reality to a higher level, one which enables them to perceive the causes of reality."

"To simply think about the people, as the dominators do, without any self-giving in that thought, to fail to think with the people, is a sure way to cease being revolutionary leaders."

"Scientific and humanist revolutionary leaders, on the other hand, cannot believe in the myth of the ignorance of the people."

"The task of revolutionary leaders is to pose as problems not only this myth, but all the other myths used by the oppressor elites to oppress."

"In a dynamic, rather than static, view of revolution, there is no absolute 'before' or 'after,' with the taking of power as the dividing line."

"The road to revolution involves openness to the people, not imperviousness to them; it involves communion with the people, not mistrust."

"The oppressors develop a series of methods precluding any presentation of the world as a problem and showing it rather as a fixed entity, as something given—something to which people, as mere spectators, must adapt."

"It is accomplished by the oppressors depositing myths indispensable to the preservation of the status quo."

"Dehumanization, although a concrete historical fact, is not a given destiny but the result of an unjust order that engenders violence in the oppressors, which in turn dehumanizes the oppressed."

"The oppressors do not favor promoting the community as a whole, but rather selected leaders."

"People are fulfilled only to the extent that they create their world (which is a human world), and create it with their transforming labor. The fulfillment of humankind as human beings lies, then, in the fulfillment of the world. If for a person to be in the world of work is to be totally dependent, insecure, and permanently threatened—if their work does not belong to them—the person cannot be fulfilled. Work that is not free ceases to be a fulfilling pursuit and becomes an effective means of dehumanization."

"For if the people join to their presence in the historical process critical thinking about that process, the threat of their emergence materializes in a revolution. Whether one calls this correct thinking 'revolutionary consciousness' or 'class consciousness,' it is an indispensable precondition of revolution. The dominant elites are so well aware of this fact that they instinctively use all means, including physical violence, to keep people from thinking."

"One of the methods of manipulation is to inoculate individuals with the bourgeois appetite for personal success."

"Welfare programs as instruments of manipulation ultimately serve the end of conquest. They act as an anesthetic, distracting the oppressed from the true causes of their problems and from the concrete solutions of these problems."

"For cultural invasion to succeed, it is essential that those invaded become convinced of their intrinsic inferiority."

"The atmosphere of the home is prolonged in school, where students soon discover that (as in the home) in order to achieve some satisfaction they must adapt to the precepts which have been set from above. One of these precepts is not to think."

"The participants begin to realize that if their analysis of the situation goes any deeper they will either have to divest themselves of their myths, or reaffirm them. Divesting themselves of and renouncing their myths represents, at that moment, an act of self-violence. On the other hand, to reaffirm those myths is to reveal themselves."

"The culture of the dominant class hinders the affirmation of men as beings of decision."

"I interpret the revolutionary process as dialogical cultural action which is prolonged in 'cultural revolution' once power is taken. In both stages a serious and profound effort at conscientização—by means of which the people, through a true praxis, leave behind the status of objects to assume the status of historical Subjects—is necessary."

"Finally, cultural revolution develops the practice of permanent dialogue between leaders and people and consolidates the participation of the people in power."

"The behavior and reactions of the oppressed, which lead the oppressor to practice cultural invasion, should evoke from the revolutionary a different theory of action. What distinguishes revolutionary leaders from the dominant elite is not only their objectives, but their procedures."

"The object of a dialogical-libertarian action is not to 'dislodge' the oppressed from a mythological reality in order to 'bind' them to another reality. On the contrary, the object of dialogical action is to make it possible for the oppressed, by perceiving their adhesion, to opt to transform an unjust reality."

"As the oppressor minority subordinates and dominates the majority, it must divide it and keep it divided in order to remain in power."

"Indeed, the interests of the oppressors lie in 'changing the consciousness of the oppressed, not the situation which oppresses them.'"

"The oppressors, who oppress, exploit, and rape by virtue of their power, cannot find in this power the strength to liberate either the oppressed or themselves."

"The oppressed, instead of striving for liberation, tend themselves to become oppressors"

"They have no consciousness of themselves as persons or as members of an oppressed class."

"The oppressed find in the oppressors their model of 'manhood.'"

"The behavior of the oppressed is a prescribed behavior, following as it does the guidelines of the oppressor."

"The oppressor, who is himself dehumanized because he dehumanizes others, is unable to lead this struggle."

"This book will present some aspects of what the writer has termed the pedagogy of the oppressed, a pedagogy which must be forged with, not for, the oppressed (whether individuals or peoples) in the incessant struggle to regain their humanity."