المعلمون بناة ثقافة

by Paulo Freire, باولو فريري, حامد عمار (ترجمة)

لا يوجد تعليم محايد فهو إما للقهر أو للتحرير
من مأثورات باولو فريري

Genres: Education, Nonfiction, Teaching, Philosophy, Politics, Academic, Grad School

182 pages, Hardcover

First published January 1, 1997

About the author

The Brazilian educator Paulo Freire is among most the influential educational thinkers of the late 20th century. Born in Recife, Brazil, on September 19, 1921, Freire died of heart failure in Sao Paulo, Brazil on May 2, 1997. After a brief career as a lawyer, he taught Portuguese in secondary schools from 1941-1947. He subsequently became active in adult education and workers' training, and became the first Director of the Department of Cultural Extension of the University of Recife (1961-1964).

Freire quickly gained international recognition for his experiences in literacy training in Northeastern Brazil. Following the military coup d'etat of 1964, he was jailed by the new government and eventually forced into a political exile that lasted fifteen-years.

In 1969 he was a visiting scholar at Harvard University and then moved to Geneva, Switzerland where he assumed the role of special educational adviser to the World Congress of Churches. He returned to Brazil in 1979.

Freire's most well known work is Pedagogy of the Oppressed (1970). Throughout this and subsequent books, he argues for system of education that emphasizes learning as an act of culture and freedom. He is most well known for concepts such as "Banking" Education, in which passive learners have pre-selected knowledge deposited in their minds; "Conscientization", a process by which the learner advances towards critical consciousness; the "Culture of Silence", in which dominated individuals lose the means by which to critically respond to the culture that is forced on them by a dominant culture. Other important concepts developed by Freire include: "Dialectic", "Empowerment", "Generative Themes/Words", "Humanization", "Liberatory Education", "Mystification", "Praxis", " Problematization", and "Transformation of the World".

http://www.education.miami.edu/ep/con...

Reviews

[Hafidha · Rating 4 out of 5]

Very good book; a lot to it if you take the time to savor a little. My comments have brief notes on each chapter. On the whole, I will say if you can only read a part of this book, the Fifth, Sixth and Seventh Letters are the most rousing and ... inspirational and get to the heart of the matter: which is to say, being a teacher is a responsibility. As a teacher you are a political agent - you must decide if you are for democracy in the schools or not. He is of course, speaking to a very specific audience - his fellow Brazilians and their particular situation at that time. But as an (US) American (I am not even a teacher!) I thought much of it was applicable. Social exclusion, dominance, classism, racism, the 'progressive teacher' who is an elitist, the 'progressive' who sadly, like all of us, has so little experience with actual democracy that it is difficult to give up authoritarianism.

A lot of focus here on the dialectic (of which I am an adherent). Freire writes, "I do not have *the truth*; this book contains *truths*, and my dream is that as those truths challenge or question the positions taken by the book's readers, they may engage those readers in a critical dialogue in which their practice,e their understanding of the theory that informs that practice, and my analysis will serve as a frame of reference."

To Freire it's extremely important that we are not simply taking any idea without discernment, but that we ENGAGE. There is no end, all is a process. As a teacher you are not there to tell children or students how the world is; they will learn how the world is - with your help. They will learn how to make sense of the problems in their lives, of the causes of the effects they are subjected to, and so on.

Great stuff on the qualities of a solid progressive teacher (humility, lovingness, courage, tolerance, decisiveness, security aka confidence based on personal integrity, balancing the tension between patience & impatience, verbal parsimony and joy of living); on discipline and merits of studying and rigor and how to encourage discipline that student embodies versus trying to impose discipline which does not teach the student how to be free or how to act when he feels free; on TOLERANCE: "the virtue that teaches us to live with the different. It teaches us to learn from and respect the different." The difference between authoritarianism and permissiveness and how the opposite of both is democratic radicalism. On fear and how, to overcome fear, we must "educate" our fear. On humility and perspective - learning as much about the context of the student as one can - not to control them, but to be in relationship with them, and to provide them with an education that is relevant to their lives and concerns.

He talks about joy of living and lovingness and the passion for justice and freedom - and the willingness to fight for freedom; a teacher must practice these things and the student be a witness to it, because a teacher unwilling to fight for their own freedom and the freedom of the student is not practicing democracy; and if they are not practicing it, how can they teach it? It is just words that don't line up with action, which no one respects, and only serves the status quo.

I love how he persists in reminding the teacher to cherish the wisdom and knowledge and culture of the students - you are not teaching them so that they can be less ignorant or so that they can be like you; you are teaching them so that they can be empowered, so that they can undo and perhaps one day eventually dismantle an unjust and abusive system, and so that they can be free.

There is really quite a lot of excellent advice for people who are working with any group of marginalized folks, even if they are from 'outside' that community. Humility is all.

[Diz · Rating 4 out of 5]

This is organized as a series of letters written by Freire. As such, there is some repetition between the letters. However, the content is quite good. The thing that most impressed me is that Freire argues against considering teachers as surrogate parents. By viewing teachers as parental figures, it takes away their power to teach students how to exercise political power. For example, if teachers are considered to be parental figures, teachers going on strike are basically abandoning their 'parental' duty, which leads to the public complaining about teachers harming the children by going on strike. However, if teachers are not considered parental figures, then by going on strike they are serving as models of how to exercise political power. As models they can teach students how to exercise their own political power.

[عائشة عبد الله]

كما كتب على غلافة الخلفي "كتاب لا يستهدف المعلمين فحسب.. وإنما يستهدف كل عناصر العملية التعليمية وأطرافها"
يتكلم عن: كيف تتدخل سياسات الدول في العملية التعليمية وكيف ننهض بالسياسة من خلال العملية التعليمية، واجبات المعلم مهما ساءت أوضاعه ومعيشته، وواجباته تجاه أغنياء المجتمع وفقرائهم، هذا محور الكتاب بشكل عام.
لم اتوقع أن يكون هذا موضوعه، وفتح عيني على الكثير من الأمور وأصبحت أنظر للعملية التعليمية من خلال الوسط المعيشي وألعاب السياسة ورغبات الطبقات المتحكمة في أمور الدول.
أعتقد لو أن الكثير من المعلمين يستشعر أهمية دوره في حياة المتعلمين لما استهان ورضي بعطائه الفاتر وأسلوبه غير الإنساني.

[∃Ⓐ∀ · Rating 4 out of 5]

I am probably being unfair in my rating as I am inevitably comparing this book with Pedagogy of the Oppressed, which is much more focused. Nevertheless this is a great and inspiring book. Reading Freire’s letters I sense that he was an proponent of intersectionality theory and practice, before we even started using the term. I also enjoyed reading a Paulo Freire that was decades older than Paulo Freire of the late 60s, as his growth as a Marxist who perhaps distanced himself from the more authoritarian and rigid side of such ideology is very much evident. A proponent of liberation theory, Freire was, as is clear when reading his letters, first and foremost and educator, a free thinker, and an anti-authoritarian. His thoughts on education can be translated to our own learning processes, to leadership, and to our day to day lives.

[Jack Wallace · Rating 5 out of 5]

essential reading for all educators and people who work in schools. will need to read again because some parts were hard for me to follow

[Gökhan Can · Rating 4 out of 5]

Eleştirel pedagojinin kurucusunun, öğretmenlik felsefesini geliştiren bakışını anlatan güzel bir kitabi

[Nicole · Rating 1 out of 5]

I know he's supposed to be fantastic, but I wanted to put this book down so many times! At one point he's going on and on about how you can't dismiss an author if you find them hard to read... you have to pick up a dictionary, you have to engage... and all I could think was how much I couldn't stand his writing.

The sentences were the kind that were so long and poetically formed that they required rereading. I wonder how much of this is due to translation?

I just felt that he had no new information for me, and that his prose took to rambling. I finished this book largely for the sake of finishing what I started.

There was one point in the book which I found inspiring. He speaks of how a new teacher, or any teacher at the beginning of the year, might find themself nervous. He suggests that this is a healthy vulnerability and one that might be shared, in some form, with students.

[Aykabo · Rating 3 out of 5]

Aylarca sürüneceğini sanarken kısa sürede biterek beni şaşırtan kitap. Ezilenlerin Pedagojisi ve Umudun Pedagojisi'ne atıflar barındırıyor çoklukla. Bu iki kitap teoriyse, Kültür İşçileri de pratik olabilir çünkü öğretmenlere kısa anekdotlarla pratik öneriler sunuyor. Brezilya özelinde yazılmış olsa da Türkiye bağlamına uyarlamak zor değil. Disiplin üzerine yazılanlar etkilemiş olacak ki disiplinli şekilde okudum. Hatta okuduğum bilgiye dönüşsün diye üzerine de yazmaya çalıştım.

[Abaan · Rating 5 out of 5]

druski ‘he’s pointing at me?’ meme…

[LIFEfluency Library · Rating 4 out of 5]

“Teachers as Cultural Workers” by Paulo Freire is a seminal work that redefines the role of educators in society. Building upon his groundbreaking theories of critical pedagogy, Freire challenges the traditional notion of teaching as a neutral act, instead arguing that educators are inherently cultural agents with the power to shape and transform society.

In this insightful book, Freire emphasizes the importance of educators being critically aware of their own cultural context and the broader social dynamics at play. He argues that teaching cannot be divorced from issues of power, ideology, and oppression, and calls upon teachers to actively engage in the process of conscientização, or critical consciousness-raising, both in themselves and in their students.

Throughout the book, Freire offers practical strategies for educators to become more culturally sensitive and politically aware. He advocates for a pedagogy of liberation that empowers students to critically analyze and challenge the status quo, rather than passively accepting it. By fostering dialogue, empathy, and solidarity, teachers can help cultivate a more just and equitable society.

One of the most compelling aspects of “Teachers as Cultural Workers” is Freire's emphasis on the importance of dialogue and mutual respect in the educational process. He argues that true learning occurs through a collaborative exchange of ideas, rather than through the mere transmission of knowledge from teacher to student. This emphasis on dialogue not only enriches the educational experience but also promotes democratic values and social justice.

Parents play a crucial role in their children's education, not only as caregivers but also as advocates for their children's holistic development. Recommending “Teachers as Cultural Workers” to parents can offer them valuable insights into the educational process and how they can support their children's learning journey. This book empowers parents to play a more active and informed role in their children's education, while also promoting values of social justice, equity, and critical thinking within the family unit.

Overall, “Teachers as Cultural Workers” is a powerful manifesto that challenges educators to rethink their role in society and to embrace their potential as agents of social change. With its profound insights and practical wisdom, this book is essential reading for anyone interested in transformative education and the pursuit of a more just and humane world.

[Noam · Rating 4 out of 5]

A collection of ten letters full of inspiration, tools, ideology and practical methods in teaching.

How is social and political action taught and instilled?
How to dance with fear and surprise in the classroom and use them as effective teaching tools?
What are the necessary steps to take in the classroom when planting the seeds of a true and functioning democracy?
What doesn't the education system know about discipline?
Cultural differences in the classroom - take them all the way to the edge?
What are the key elements to focus on when building a student's dignity?

Overall, this book is a big 'not what you thought' and an excellent resource for teachers in their first 5 years. If you're familiar with Montessori's writings and practice- you'll find this an excellent complement as well.

[feux d'artifice · Rating 4 out of 5]

Hmm I didn't like this expanded edition as much it felt bloated? Like some of the commentaries didnt really add to the book. I also didn't like that the new commentary quoted the first edition's letters but the page numbers didn't match with the new edition's letters. The letters themselves were the same it would have been more helpful to have the quoted pages match the one we had on hand instead of like having to refer to first edition.

According to my notes I liked the 9th letter best - Concrete Context/Theoretical context.

[Matt Sautman · Rating 3 out of 5]

For socially progressive teachers already engrossed in the field, Teachers as Cultural Workers does not say too much that is new—albeit the introduction is especially strong. However, this is a short book and worth checking out for anyone interested in how Freire’s ideas evolved across his lifetime. Pedagogy of the Oppressed is a far better text, but I can see this being useful for teachers who are just coming to recognize how their instruction has cultural implications.

[Rasha Said · Rating 2 out of 5]

نجمتان للموضوعات المهمة التي طرحها ولكنه طرح نظري مع الأسف .. التجارب العملية والحلول قليلة وضعيفة .. انزلق الكاتب إلى لغة خطابية بعيدة عن الإبداع في التعليم والتعلم الذي ينادي به .. وساهم كثيرا في إضعاف هذا الكتاب ضعف الترجمة .. يستخدم المترجمان صياغات وتراكيب غريبة على العربية، وأخطاء لغوية كان يمكن تصويبها ..

[Ryan · Rating 5 out of 5]

Is it pedagogy of the oppressed? No. That being said Freire was a genius, and it amazes me that the words he originally wrote 30 years ago are still so important today. Those who fear for education, who fear for our democracy, who fear relinquishing authoritarian teaching practices need to read this book.

[Ekim · Rating 5 out of 5]

gaza gelerek okuduğum bir kitaptı. özellikle sonunun "kapitalist sistem bizim için bir şey yapmıyor ama biz öğrenerek ve anlayarak düzeni yıkacağız" mesajı vererek bitmesi beni daha da gaza getirdi.

mezun olduktan sonra kesinlikle tekrar okuyacağım bir kitap. "öğretmenler aynı zamanda siyasetçidir" şiarını çok sevdim bundan sonra kullanacağım.

[Heather · Rating 5 out of 5]

I fell in love with Paulo Freire's Pedagogy of the Oppressed in grad school and knew I would need to read more of him. If you have an interest in social justice education, this is required reading for personal reflection on one's own practice.

[Steven R · Rating 5 out of 5]

Significantly more useful text for classroom practice than Pedagogy of the Oppressed. Particularly enjoyed the letter on the qualities of progressive teachers, have found its lessons very practically useful.

[Sean Astle]

One of the best philosophers of education!

[Milena · Rating 5 out of 5]

Critical, inspiring, wonderful. A must-read for every teacher, community leader, or any person who works and serves people and the next generations.

[Jackie Lu · Rating 2 out of 5]

Can't tell if I just didn't like the class, if the underlying message was lost in translation, or if this book actually straight-up sucked.

[Lachlan Ferguson · Rating 5 out of 5]

It is interesting how relevant some of Paulos ideas are still to this day even in Australia. Very insightful.

[Anda Pearson · Rating 5 out of 5]

Beautiful. Paulo Freire is truly magical. Everything education could and should be <3

[Angel · Rating 3 out of 5]

I finished this a couple of days ago, but it took me a while to finally get around to reviewing it. I am giving it three stars, but it is not because it is a bad book. The book can be a bit repetitive, especially if you have read some of Freire's other works, and a few passages can be a little dry. Having said that, there is a lot in this book for teachers and educators to reflect upon. I found myself making notes in my personal journal at various times, jotting down passages and quotes I wanted to remember for later. Freire covers a lot of ground in this book from the teaching of reading to the behavior of teachers, from the teaching act to political action and activism. I think a lot of what Freire wrote in this book is very relevant today if educators would take the time to read the book, reflect on it, then take action. I also think that the book has a lot to say to librarians, who are educators as well, and who often do a lot of teaching (especially if you are an instruction librarian, but even at the reference desk some degree of teaching goes on). Some of it also speaks to our profession in terms of the idea of library neutrality, a topic I have considered before (I have a book just on that topic listed in my GoodReads lists if anyone is interested).

I took this book with me when I went to Immersion (ACRL Institute on Information Literacy for those not in librarianship, an intensive institute for instruction librarians) this past summer. In part, I was looking for a bit of inspiration. I think I also longed to read something that is not necessarily present in the Immersion curriculum (or if it is, it is very well hidden or unacknowledged). I think Freire has a lot that can speak to librarians, if we take the time to listen.

[Thomas · Rating 4 out of 5]

You can view Paulo Freire's letters as ideology or teaching philosophy, as a way of looking at the practice of teaching, but that would do an injustice to their intention. Freire approaches teaching from an uncompromisingly political position. In fact, his sense of being is inseparable from the political, that is to live and work, particularly in a pedagogical sphere is to be inherently political and to project that position on one's students. His emphasis throughout is on the importance of teaching and its reverberations through society.

Freire is careful not to idealise teachers - he wants to humanise them and to point out the human aspects of the relationship between teacher and student. He emphasises the importance of a student's cultural and social background, urging teachers not to forget those things in their practice. He looks at the interplay between teacher and student, between teaching, learning and studying, and analyses the relationship as a process for both parties. Everything from the cultural and social context of a class to the nature of discipline, order and authority, is approached from the duel perspective of this mutually beneficial and social essential dynamic.

Teacher's as Cultural Workers is admittedly intellectual and theoretical rather than approachable and practical. It might also be a book doomed to preach to the converted. However, as a teacher concerned with such things, it is a moving, important standpoint, grounded in experience, in what he sees, and despairs of, in Brazilian society and in a desire to improve and affect, through education, the conditions in which every Brazilian lives. 7

[Algernon · Rating 4 out of 5]

This is a cycle of ten letters addressed to the aspiring educator, and one of the points reiterated frequently in this work is to promote critical pedagogy (i.e., education that empowers students to question the social forces that oppress them) as a prerequisite to genuine democracy. Teaching is never neutral: it either reinforces existing social arrangements, or it imparts the skills and consciousness for challenging those arrangements. These are not only letters about teaching, they are letters about citizenship. And ones existence as a citizien, like ones practice as a teacher, is a political act, wittingly or not.

[Mason · Rating 5 out of 5]

I have been very lucky to have this book with me while traveling with students abroad, well welcoming students from other countries to my own, and while doing some sincere introspection about my future as an educator. Teachers as cultural workers is a perfect title in that I have recognized my status as a shepherd into the the hills, often treacherous, of cross cultural understanding, and I've adopted a new gravity when considering the ways I can lead discussions and activities about society, democracy, and community. I am not done with this book though I have finished at once.

[Rebecca · Rating 4 out of 5]

Papa Freire tells us that teaching is a political act. This book is about empowering teachers and more importantly empowering students. The author is from Brazil, where class differences are wider and the poor are even more oppressed, but what he has to say rings true. We must understand the background of our students and value their culture and allow them to have a voice.

[Zahrat · Rating 2 out of 5]

لا أدرى أهى سوء ترجمة أم أن الكاتب متفلسف بلا معالم واضحة .. بلا حلول صريحة.. بلا نصائح أو ارشادات إيجابية

الكتاب يحوى عشر رسائل من المؤلف للمعلمين .. ولكنى لم استفد شخصيا بالكثير منه .. فهو يعول كل شيء لفشل السياسات ويبدو أن التعليم فى البرازيل يعانى الكثير كالتعليم فى مصر
.. كنت أنتظر الكثير من الكتاب ولكن ليس كل ما يتمناه المرء يدركه

[Hala · Rating 5 out of 5]

المشكلة التي تعوق حركة التطور أن تقيس أختيارك من خلال أنفعالاتك الشخصية ومصالحك الخاصة دون النظر بشكل موضوعي تجاه الشخص و أهم مما يقدم من ممارسات و أفعال تساهم في دفع عجلة التطور و تقدم الخدمات العامة
كتاب الى كل من يتجاسرون على اختيار التدريس مهنه لهم