This capacity to go beyond the factors of conditioning is one of the obvious advantages of the human person.
In order for the oppressed to be able to wage the struggle for their liberation, they must perceive the reality of oppression not as a closed world from which there is no exit, but as a limiting situation which they can transform.
How can I be an educator if I do not develop in myself a caring and loving attitude toward the student, which is indispensable on the part of one who is committed to teaching and to the education process itself.
Dialogue cannot exist without humility.
Sometimes a simple, almost insignificant gesture on the part of a teacher can have a profound formative effect on the life of a student.
Just as it is important in Latin America to discuss ideas that come from North America, I think it is interesting for North Americans to discuss ideas that come from Latin America or Africa and do not insert themselves into capitalist interests.
It’s no sin to make a critical study of Brazil’s reality. A small percentage own land. Most people don’t.
The oppressors do not perceive their monopoly on having more as a privilege which dehumanizes others and themselves. They cannot see that, in the egoistic pursuit of having as a possessing class, they suffocate in their own possessions and no longer are; they merely have.
Problem-posing education affirms men and women as beings in the process of becoming.
It is absolutely essential that the oppressed participate in the revolutionary process with an increasingly critical awareness of their role as subjects of the transformation.
The behavior of the oppressed is a prescribed behavior, following as it does the guidelines of the oppressor.
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.
A fact which is not denied but whose truths are rationalized loses its objective base. It ceases to be concrete and becomes a myth created in defense of the class of the perceiver.
It would be a contradiction in terms if the oppressors not only defended but actually implemented a liberating education.
It is essential for the oppressed to realize that when they accept the struggle for humanization they also accept, from that moment, their total responsibility for the struggle.
The trust of the people in the leaders reflects the confidence of the leaders in the people.
This pedagogy makes oppression and its causes objects of reflection by the oppressed, and from that reflection will come their necessary engagement in the struggle for their liberation. And in the struggle this pedagogy will be made and remade.
I am dealing with people and not with things. And, because I am dealing with people, I cannot refuse my wholehearted and loving attention, even in personal matters, where I see that a student is in need of such attention.
The unfinished character of human beings and the transformational character of reality necessitate that education be an ongoing activity.
Whereas banking education anesthetizes and inhibits creative power, problem-posing education involves a constant unveiling of reality. The former attempts to maintain the submersion of consciousness; the latter strives for the emergence of consciousness and critical intervention in reality.