Analysis Of Paulo Freire's The Banking Concept Of Education

As a human being, everyone has rights which protect and support them for their identity. Each person has his own identity, each institution has its own identity, each community has its own identity, and each race has its own identity. So everywhere we live in our society has identity. Identity is a privilege and everyone needs it. In educational field, two forms of educational systems emerged out through Paulo Freire’s essay “The Banking Concept of Education” in which he explores the role that schools and educational system play in the production of national identity. The purpose of this article is to address the problems of education system which face in community. In this article, he presents the analysis of the teacher-student relationship.

In banking concept education system, students are oppressed by teachers. In “How to Tame a Wild Tongue”, similarity was occurred to Chicanos who were oppressed not to speak their private languages. Freire notes “It is not surprising that the banking concept of education regards men as adaptable, manageable beings (Freire 450)”. Students are like boxes where they accept narrating objects which make them to minimize their creative power and are transformers. Bankers are subjects and students are objects. The truth is, however, oppressors are not outsiders of the society, they are within the society and their main purpose of utilization of the banking concept of education is to avoid the threat of student consciousness. Banking, in other way process of dehumanization in which men and women are regarded as “automatons” (Freire 342). “It is sure that if men and women are searchers and critical thinkers and they are on the track of humanization, sooner or later banking concept will maintain them, and then engage themselves in the struggle for their liberation (Freire 451)”. They, both students from banking system and Chicanos are to be silence. In “How to Tame a Wild Tongue”, Anzaldua and Chicanos people spoke the ‘improper’ and ‘poor’ (Anzaldua-344) Chicano Spanish throughout her childhood and was scolded by her teachers. This causes her to claim “Attacks on one’s form of expression with the intent…………. (Anzaldua 341)”, thus why it overcomes with the tradition of silence. Trying to be silence, this process is violent. Chicanos thought that they speak poor Spanish which is “illegitimate”, “a bastard language” (Anzualdua 345). According to the article, some progress has being made. There are some books, music and movies published in Chicano Spanish, and political parties who defend Chicano’s rights. Nonetheless, there is still and interrogation mark with