Wyllie's View of Friere's "Pedagogy of the Oppressed"

Paolo Friere, world renowned educator and
political activist of the mid 20th century

In 1968, Paolo Friere introduced political and educational scholars to his “Pedagogy of the Oppressed.” Friere, a Brazilian educator and political activist, published this work in Portugese, but it quickly found a worldwide audience and was translated into many languages.

Justin Wyllie, an essayist and blogger from England, has presented an in-depth critique to Friere’s most famous writing on his blog site at http://justinwyllie.net. His objective is show whether Friere’s beliefs are relevant in today’s society.

In its 19 pages, Wyllie breaks down Friere’s work into its four chapters. In short, they deal with 1) the oppressors and the oppressed, 2) the “banking” concept of education, 3) Friere’s theories as used in practice among the poor in South American schools, and 4) the contrast between the “antidialogical” and “dialogical” theories of cultural action.

Wyllie does a credible job of explaining Friere’s work. In his introduction, he notes the author’s model of dialectical materialism. In other words, this is the idea that human destiny is only resolved after a clash between two economic classes of owners and labo(u)rers, which are defined as people who sell their labor to capital.

This concept reminds me of a reading from freshman year in college entitled “Labor Capital and Monopoly: The Degradation of Work in the Twentieth Century,” by Harry Braverman. Braverman was an American and a Socialist who shared some of the same political and social views as Friere. This book, written in the early 1970’s, had a great influence on my views between labor and management.

While Braverman focused on the difference between the “oppressor” and the “oppressed” in business, Friere aimed to separate the two with regard to social and educational issues, but uses economic class warfare as an analogy. In his essay, Wyllie aims to critique the views of the latter author. In essence, this is a review of a book review.

As such, Wyllie sees no use for Friere’s discussion of the economic class struggle in this book, but identifies the book as useful for social and educational issues, particularly in its discussion of “banking” education. In this age of “teaching to the test,” I find Friere’s views on “banking” education to be poignant. Metaphorically, banking is building up information, much in the way a piggy bank fills up loose change. In the same sense, our brains collect information, then use it when needed.

Contrary to Wyllie’s argument, I see the usefulness of the economic class discussion in Friere’s work; therefore, I disagree with the assumption that its inclusion in “Pedagogy” is useless. When describing two disparate groups, it is worthwhile to draw the parallel comparison to a “rich” versus “poor” struggle.

Otherwise, Wyllie gives a thorough breakdown of Friere’s book, chapter by chapter. For those who have not read “Pedagogy,” Wyllie’s essay is the next best thing.