Pedagogy of the Oppressed was written in 1968 by Paulo Freire an Educator by profession

February 2, 2019 Critical Thinking

Pedagogy of the Oppressed was written in 1968 by Paulo Freire an Educator by profession, he was born in Brazil, his main area was Education and he worked with poor communities in Brazil and Latin America.Padagogy of the oppressed was first published in Portuguese and later on translated to English.
The book is divided in to four chapters, chapter one focus on the dehumanization of the oppressed by the oppressor and how the oppressed become submerged in the situation that they think it’s normal and that’s how life is supposed to be without critically thinking and asking questions. In chapter two Paulo talks of the banking method of education as tool by the oppressor, where the students don’t develop cognitive thinking about a situation all the know and believed is what their teacher said. Chapter three and four is about dialogue and its importance to the oppressed as well as the different antidialogical theories used by the oppressed to impose their agenda.
Chapter One:
Paulo starts by defining the oppressed as an abstract category and sees them as persons who are deprived of their voices and cheated in the sale of their labor, he added that the oppressed are the ones who understand their situation better than any one else as well as the struggle for freedom.However the oppressors them selve become afraid for the struggle
Liberation is a struggle and the oppressed can not get libration for free,it’s a sacrifice they have to work for it through dialogue,however during liberation straggle the oppressed are faced with many challenges they become afraid to struggle for their freedom beacuase they have adopted and duplicated the strategies of the oppressors about them selve and communities and they tend to believ that that’s how life is because they don’t know the other side of the story,and so the are afraid of new responsibilities that they would aquire in an indepencence state. Further more he added that oppression leads to dehumanization of the oppressed and consequently they become mistreated,in these process they don’t think critically because they are benefitng from that situation unless the come out of such situation this is wnen they would start to think critically and start questioning to know and understand why are things happening they way the are and what could be the causes,.
Chapter Two:
In this chapter Paulo analysis the banking system of the education and disclose its importantance to the oppressors as a method of decreasing students trust. In this method of education the teacher is the only depositors who believes that he knows everythingwhist the student listen attentively and memorise without analysising and questioning what is being thought,Paulo said education is sick and is suffering from narration,education is not about litening but a process of understanding and sharing of knowledge where students develop critical consciousness. Paulo believes that problem-posing education and dialogue gives both the sudent and teacher the chance to learn from each other and becomes effective and efficient citizen.
The Author further analyse this sytem as a way where student don’t become tranformers of the world but rather fully accept submissive role imposed .
Negate
4-1 cultural invasion:
Freire talks of cultural invasion as one of the “anitidialogical action and he further said that invades penetrates cultural contexts of another group, they impose their own views of the world upon those they invade and inhibits the creativity of the invaded”, this is typically what is happening in Uganda heath system in relation to the donor funding and support verses ministry of health priorities,
The oppressed need a lot of work to fight and oppressive to fight a system which they live in,
Lack of incentives to health workers working in the field. (EPI)