By Ira; Freire, Paulo Shor
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Additional resources for A Pedagogy for Liberation: Dialogues on Transforming Education
Transformation has to be accomplished by those who dream about the reinvention of society, the recreation or reconstruction of society. Then, those whose political dream is to reinvent society have to fill up the space of the schools, the institutional space, in order to unveil the reality which is being hidden by the dominant ideology, the dominant curriculum. Of course, this unveiling is one of the main tasks of liberating education. The reproducing task of the dominant ideology implies making reality opaque, to prevent the people from gaining critical awareness, from 'reading' critically their reality, from grasping the raison d'etre of the facts they discover.
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. The more I discussed with them the problems of schools, and kids, the more I became convinced that I should study their expectations. All the things I am trying to theorize now did not come up suddenly or accidentally.
All the things I am trying to theorize now did not come up suddenly or accidentally. They came from a series of experiences. I could underline three or four moments of my development. The first was when I was just a student, my childhood partly in Recife and then in Jaboatao. My family left Recife in order to survive the economic crisis of the Depression of the 1930s. A great moment in my life was the experience of hunger. I needed to eat more. Because my family lost its economic status, I was not only hungry but I also had very good friends both from the middle class and the workingclass.