By Ira; Freire, Paulo Shor
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Additional info for A Pedagogy for Liberation: Dialogues on Transforming Education
I had intuition. I guessed that talking with them should be the beginning. That is, not to just give classes to them, explaining things to them, but instead to challenge them critically about what I was saying. 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.
Of course, they did not intend to teach me what I learned by working with them! But, I learned there from my relationship with them that I should be humble concerning their wisdom. They taught me by their silence that it was absolutely indispensable for me to put together my knowledge from intellectual study with their own wisdom. They taught me without saying that I should never dichotomize these two sets of knowledge, the less rigorous one from the much more rigorous one. They taught me without saying that their language was not inferior to mine.
There was a great generalized hope that I was part of. In this atmosphere, it was not difficult to teach students. The moment was extraordinary. The young were absolutely motivated historically to participate in the transformation. I remember that one time we needed 600 students to work as teachers in adult literacy for an area in Rio de Janeiro. We announced it in the newspapers and we had 6,000 candidates show up! It was terrible! We had to make the interviews in a stadium to select the 600, at the end of 1963.
A Pedagogy for Liberation: Dialogues on Transforming Education by Ira; Freire, Paulo Shor