Paulo Freire

He was very broken after the death of his wife and by chance reconnected with a former pupil of his, Maria Araujo. The two eventually fell in love and married.

He died of heart failure in 1997 at the age of 75.

He was born into a middle-class family in Recife, Brazil in 1921. He was still a young boy when the Great Depression of 1929 engulfed the world economy and he was pushed into a life of poverty and hunger.

His family moved to a less expensive city of Jaboatao dos Guararapes in 1931 and his father died in 1933 leaving his wife and children to fend for themselves. The young boy was exposed to a harsh life marked by poverty and constant hunger. These factors greatly diminished his learning ability and he ended up four grades behind.

His childhood experiences instilled in him empathy for the poor and less fortunate, and he was deeply motivated to do something to make their lives better.

Gradually his family’s fortunes improved and he was able to pursue higher education at reputable institutions. He joined Law School at the University of Recife in 1943. He also studied philosophy, and the psychology of language.

He started working as a teacher of Portuguese upon his graduation. In spite of being admitted to the legal bar he never practiced law.

He was appointed the Director of the Department of Education and Culture of the Social Service in the state of Pernambuco in 1946. While here he worked with illiterate poor and developed his own non-orthodox form of liberation theology.

He became the director of the Department of Cultural Extension of Recife University in 1961 and became involved in an educational project aimed at dealing with mass illiteracy in 1962. Through the adoption of his theories 300 sugarcane workers were taught to read and write within 45 days.

This initial success of his theories prompted the Brazilian government to extend the movement to several states. During 1963-64 the government drew up a plan to establish 2000 cultural circles to reach 2, 000,000 illiterates.

The supposed plan could not be realized as a military coup in 1964 brought the existing regime to an end and Freire was imprisoned for 70 days following the coup.

His book ‘Pedagogy of the Oppressed’ is considered one of the foundational texts of critical pedagogy. He advocates building a newer model of relationship between the teacher, student and society. He proposed that the learner in a teacher-student relationship should be treated as a co-creator of knowledge and not as a passive recipient of knowledge.