By Ira; Freire, Paulo Shor
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Extra resources for A Pedagogy for Liberation: Dialogues on Transforming Education
Finally, after leaving high school teaching, I started teaching adult workers in Recife, in the northeast of Brazil, my home area. There, I reinforced all these ideas. That was my second moment of formation, among workers and peasants in Recife. And I made mistakes. I was traditional but I was capable of going beyond. My work then in Recife was for a private institution in local neighborhoods and in rural areas, and also at the university. I worked a lot trying to establish the relationship of schools to the lives of the workers and peasants.
It was disappointing but easy enough to do old-fashioned transfer-teaching, even if it doesn't work. The accepting group of students reacted differently by sometimes bringing friends, lovers and relatives to class with them. What helped me at the worst moments was understanding the limits of my own powers. It was often true that my class was a oneof-a-kind experience in the students' lives. On the other hand, a course is only a three to four month episode in a larger curriculum, and education is only one piece of larger lives in an even larger society.
The elite forces in society will not permit education to transform the political structure? Paulo Yes! (Laughing) If education could only have a conversation with biology, for example, and say, I have to understand how limited I am obliged to be because of the political limits I am not allowed to go beyond, then the living game of social limits would be easier to see! I began to understand the nature of limits on education when I experienced the shock of the coup d'etat. After the coup, I was really born again with a new consciousness of politics, education and transformation.
A Pedagogy for Liberation: Dialogues on Transforming Education by Ira; Freire, Paulo Shor