1. Preliminary
In his book "The Pedagogy of the Oppressed," Paulo Freire said that peace implies a state of satisfaction. But, it is very difficult to be satisfied when denied basics such as food, clothing, shelter, education, medical care, and hope.
Not surprisingly, therefore, there is a little peace in a world characterized by painful differences between the rich and poor, between the haves and the have-nots. Poverty and social oppression may not lead directly to war, but they certainly are not conductive to peace. Dependencia theorists point out, for example, that Indonesia, Brazil, and Sudan are rich ; only their people are poor. Thus the "dependencia" theory---based on the Spanish word for "dependency"---was born.
Poverty is fundamental to the appeal long exerted by communism. One of the most stimulating (and radical) approaches to the issue of poverty is found in the work of revolutionary Brazilian educator and social theorist Paulo Freire, who has long been concerned with those who are oppressed.
Freire explores how to break down the walls between the oppressed and their oppressors, between theory and practice, between teacher and those taught---achieving true "dialogue," with the goal of moving toward a more egalitarian society. And in this session, the writer will deliver Paulo Freire's brilliant idea from his "The Pedagogy of the Oppressed" book.
2. Content
The problem of humanization has always, from an axiological point of view, been humankind's central problem. It now takes on the character of an inescapable concern that leads to the recognition of dehumanization. Dehumanization, which marks not only those whose humanity has been stolen, but also (though in a different way) those who have stolen it, is a distortion of the vocation of becoming more fully human. This distortion occurs within history, but it is not a historical vocation.
Because it is a distortion of being more fully human, sooner or later, being less human leads the oppressed to struggle against those who made them so. This, then, is the great humanistic and historical task of the oppressed : to liberate themselves and their oppressors as well. The oppressors, who oppress, exploit, and rape by virtue, can't find in this power of strength to liberate either the oppressed or themselves.
But, almost always, during the initial stage of struggle, the oppressed, tend to become oppressors, or "sub-oppressors." The very structure of their thoughts has been conditioned by the contradictions of the concrete, existential situation by which they were shaped. Like, this is their model of humanity.
This phenomenon derives from the fact that the oppressed at a certain moment adopt an attitude of "adhesion" to the oppressor. The "fear of freedom" which afflicts the oppressed, a fear which may equally well lead them to desire the role of oppressor or bind them to the role of oppressed, should be examined with one of the basic elements of the relationship which is called prescription that every prescription represents the imposition of one individual choice upon another, transforming the consciousness. Freedom must acquired by the conquest, not by the gift and it must be pursued constantly and responsibly.
On the other hand, Education is a must-do-things for everyone in this world. And there is a method that being called as "banking" concept which the students are the depositories and the teacher is the depositor. Instead of communicating, teacher tend to make the students patiently receive, memorize and repeat. In the banking concept of the education, knowledge is a gift bestowed by those who consider themselves knowledgeable upon those whom know nothing. The students alienated like the slave in the Hegelian dialectic, accept their ignorance as justifying the teacher's existence---but, unlike the slave, they never discover that they educate the teacher.