Pedagogy of Oppressed Thinking by Paulo Freire students, policymakers, administrators, academics and community activists from around the world. Freire's Pedagogy of the Oppressed has been translated into many languages and is banned in a number of countries. In his book Pedagogy of the Oppressed, Freire discussed the problems that arise in education and proposed solutions to these problems. Freire criticized the educational capitalist and sparked a revolution in education. In his book, Freire said that problem-solving education is what is needed to revolutionize education. The book Pedagogy of the Oppressed presented Freire's concepts and theories regarding education in the 20th century. Many of the concepts discussed as foundations of education include: “banking theory,” “conscientization,” the “dialogic method,” and “transformative education.” In his book, Freire shows that the educational practices used were dehumanizing and produced unproductive students in the world. He proposed the idea that education should be a "dialogical process" in which students and teachers learn from their experiences. Conclusion Throughout Freire's book, he argued for an education system that emphasizes learning as an act of culture and freedom. The first chapter defined “oppressor” and “oppressor” and the actions that occur between them. Freire expressed his ideas that society scares the poor and powerless for their freedom. According to Freire, freedom is the result of enlightened action, which he calls praxis. The second chapter described the "banking" approach to education in which Freire suggested that students were viewed as empty bank accounts and that teachers made deposits into these accounts. them and receiving nothing in return. The banking concept distinguishes two States. In the first, the educator knows a knowable object and prepares a lesson. During the second, he presents it to his students. (67) Freire argued that the underclass could be empowered through literacy. He also emphasized that education could be used to create a passive and submissive citizen, but that it also had the potential to empower students by instilling in them a "critical consciousness." (45) Freire wanted the individual to form rather than to be formed. deep ideas.

Essay / Pedagogy of Oppressed Thinking by Paulo Freire students, policymakers, administrators, academics and community activists from around the world. Freire's Pedagogy of the Oppressed has been translated into many languages and is banned in a number of countries. In his book Pedagogy of the Oppressed, Freire discussed the problems that arise in education and proposed solutions to these problems. Freire criticized the educational capitalist and sparked a revolution in education. In his book, Freire said that problem-solving education is what is needed to revolutionize education. The book Pedagogy of the Oppressed presented Freire's concepts and theories regarding education in the 20th century. Many of the concepts discussed as foundations of education include: “banking theory,” “conscientization,” the “dialogic method,” and “transformative education.” In his book, Freire shows that the educational practices used were dehumanizing and produced unproductive students in the world. He proposed the idea that education should be a "dialogical process" in which students and teachers learn from their experiences. Conclusion Throughout Freire's book, he argued for an education system that emphasizes learning as an act of culture and freedom. The first chapter defined “oppressor” and “oppressor” and the actions that occur between them. Freire expressed his ideas that society scares the poor and powerless for their freedom. According to Freire, freedom is the result of enlightened action, which he calls praxis. The second chapter described the "banking" approach to education in which Freire suggested that students were viewed as empty bank accounts and that teachers made deposits into these accounts. them and receiving nothing in return. The banking concept distinguishes two States. In the first, the educator knows a knowable object and prepares a lesson. During the second, he presents it to his students. (67) Freire argued that the underclass could be empowered through literacy. He also emphasized that education could be used to create a passive and submissive citizen, but that it also had the potential to empower students by instilling in them a "critical consciousness." (45) Freire wanted the individual to form rather than to be formed. deep ideas.

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