Analysis Of Pedagogy Of The Oppressed By Pablo Freire

I remember walking into my first day of kindergarten thinking I was the most intelligent student there, but my teacher despised me. I felt stupid thinking I knew nothing just because my teacher believed I knew nothing and Pablo Freire would probably agree with her tactics. Pablo Freire is an influential educator that would spend most of his time in the impoverished communities of Brazil aiding other educators and devolving new methods of teaching for students and adults so they can be capable of thinking critically and focusing on new challenges. Freire wants to modify the education system as it is not an objective process and that teaching is anything but simple as he explains in his essay, “Pedagogy of The Oppressed” (214).

Freire has had

He goes on to introduce the banking concept, an idea where the students are banks and the teachers are depositors. “Education thus becomes an act of depositing, in which the students are the depositories and the teacher is the depositor. Instead of communicating, the teacher issues communiques and makes deposits which the students patiently receive, memorize, and repeat. This is the "banking ' concept of education.” (Freire) Banking can lead to the system becoming oppressed from a certain viewpoint. Teachers are being seen as the dominant, controlling the students and what is being given to them as information whereas the students are expected to be submissive and meek. This impedes the student’s ability to reason critically. It also leads to a lack of creativity and student’s worldly perspective will be limited to what is force fed to them by the teachers. Students should be allowed to think on their own and create their own beliefs and be able to converse with the teacher, leaving room open for debate and the exchange of ideas. Now days, students do not challenge themselves because of this concept, they are expected so little of them when it only comes to

Problem posing promotes cooperation and communication between teachers and students. “The problem-posing method does not dichotomize the activity of teacher-student: she is not "cognitive" at one point and "narrative" at another. She is always "cognitive," whether preparing a project or engaging in dialogue with the students. He does not regard objects as his private property, but as the object of reflection by himself and his students. In this way, the problem-posing educator constantly re-forms his reflections in the reflection of the students.” (Freire) The teacher, being the opposite of narrative, can provoke dialogue between teacher and students, which can result in debate, curiosity and new challenges, that help them think disparagingly. Students can embrace their creativity and have an open outlook based on their own understanding of things, not what is given to them. Although, Freire makes suitable ideas from problem posing, how can one view their teacher as an equal? This could lead students simply not caring what the teacher has to offer. There needs to be some authoritative stance with the students. Freire’s argument supports that the problem posing method is the only needed concept in order for reform to occur and to completely rejecting the banking concept