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References
Paulo Freire,Pedagogy of the Oppressed, p. 82, New York, Herder & Herder, 1971.
Paulo Freire,La Educación como Práctica de la Libertad, ioth ed., p. 98 (footnote 2), Edit. SXXI, Argentina, 1973. (Translated from the Spanish.)
Paulo Freire,Cultural Action for Freedom, p. 6, Cambridge, Mass., Harvard Educational Review and Centre for the Study of Development and Social Change, 1970. [Our italics].
Paulo Freire,Las Inglesias en América Latina: su Papel Educativo en Educación para el Cambio Social, ist ed., p. 148, 158, Buenos Aires, Edit. Tierra Nueva, 1974. (Translated from the Spanish).
Interview with Paulo Freire, taken from theRevistade Ciencias de la Educación, No. 10, October 1973.
Freire,Cultural Action for Freedom op. cit.. p. 4.
INODEP (Ecumerical Institute for the Development of Peoples) is co-operating, in fact, in research conducted by Paulo Freire who, in July 1970, agreed to become its President—‘I already regarded INODEP as a service, a means of enabling men and women from the Thrid World and the First World to meet and compare views so that—accepting the mediation of concrete realities—they might together discover and promote truly liberating development’ INODEP-Paulo Freire,Concientización, p. 12, Buenos Aires, Edit. Búsqueda, 1974. (Translated from the Spanish.)
‘... But there is no need to wait 50 years before criticizing Illich's basic arguments. When he raises the whole issue of de-schooling, I think he is mistaken. He constantly refuses to discuss the ideological question and it is precisely because of this that he fails, or so I believe, to grasp the phenomenon he analyzes in its entirety. One has the impression, when studying Illich, that theSchool, as an institution, is posseseed by anevil spirit (it is a demonical entity), which means that it is immutable; because of its metaphysical nature it is unchangeable. If it has this demonical entity), which means that it is immutable; because of its metaphysical nature it is unchangeable. If it has this demonical character, then it must be vanquished, it must be suppressed. ...’ (Interview, op. cit.)
‘A representative of this élite in a certain Latin American country, in reply to a question put by a journalist in a group interview, said more or less the following: “I could never allow an educational method which, in developing the potentialities of the people at large, would place me in a difficult situation because of the impossibility of utilizing them.” It would’, he concluded, ‘be a pointles exercise.’. Freire,Las Inglesias en América Latina ..., op. cit.. p. 127 (footnote II).
Freire,Cultural Action for Freedom, op. cit. p. 42.
Freire,Pedagogy of the Oppressed, op. cit. p. 40.
Freire,Pedagogla del Oprimido, 8th ed., p. 81 (footnote). Argentina, Edit. S XXI, 1973. (Translated from the Spanish.)
Pedagogy of the Oppressed, op. cit. p. 74.
Freire,Las Iglesias en América Latina, op. cit. p. 126–7. (Translated from the Spanish, no official English translation being available.)
Revista de Ciencias de la Educación, op. cit.
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Vasiloff, E.W., Furter, P., Eicher, J.C. et al. Book reviews. Prospects 6, 296–305 (1976). https://doi.org/10.1007/BF02230014
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DOI: https://doi.org/10.1007/BF02230014