To avoid colonisation of the mind, stay away from all texts, especially books.

OR, READ A GREAT MANY TEXTS, LEARN TO ANALYSE THEM AND FORM YOUR OWN VIEWS.

In other words, either, to avoid drowning don't go near water, or, learn to swim.

There is much of value in Freire.

Paulo Freire é fundamental para estes tipos de questões, sobretudo porque ele procurou desmistificar o conhecimento praticado no Atlântico Sul, extremamente eurocêntrico e propôs uma epistemologia centrada no indíviduo partindo da sua realidade material.

I am so sorry, Those days I had some things did not check the website.Thanks for sharing. But I have some comments as following:

1. Core Principles of Freire's Educational Thought It emphasizes the self - transcendence of individuals, believing that the essence of individuals lies in constantly transcending themselves. Education is not neutral. The traditional education model is the oppressor - oppressed model. He proposed the "banking concept of education", considered individuals as incomplete beings, and advocated for "Conscientização" for personal growth.

2. Characteristics of the Oppressor and the Oppressed The Oppressor: Their consciousness tends to turn everything around them into objects of domination. They regard people as tools and believe that the structure of reality justifies their rule. The Oppressed: They are objectified in the oppressive environment and lose their autonomous consciousness. They need to struggle to regain their humanity, and the path to restoring autonomous consciousness is arduous.

3. The Oppressor's Pedagogy It assumes that reality is unchangeable and individuals should accept it passively. In this model, individuals have fixed roles and duties in society. In school education, students are passive recipients of knowledge, and teachers are the instillers. Through the process of internalization, the oppressors implant their ideas into the minds of the oppressed, making the oppressed defenders of the oppressive order.

4. The Problem - posing Pedagogy Based on the principles that reality is developing and changing, and individuals can transcend themselves. Education should guide individuals to understand the structure of reality and the interests behind it, reveal power structures, and make individuals aware that the social order is not naturally given but can be changed. This pedagogy is oriented towards the future and aims to transform reality.

5. Internalization, Cultural Invasion, and Related Phenomena Internalization: It is a strategy for the oppressors to control the minds of the oppressed. It is achieved through spreading indisputable content and the mechanism of self - depreciation, resulting in the oppressed losing their independent thinking and fearing freedom. Cultural Invasion: It serves the purposes of conquest and oppression, involving a narrow view of reality and the imposition of values. It makes the invaded feel inferior and imitate the invaders. Assimilation of the Oppressed to the Oppressors: In the initial stage of the struggle, the oppressed often tend to become oppressors or "sub - oppressors" due to the limitations of their thinking under the oppressive structure. They lack the imagination of other ways of life.

6. Criticism of the Banking Concept of Education This educational model is characterized by narrative - based teaching, a clear division between subject and object, and rigid knowledge transfer. It treats students as passive containers of knowledge, destroys students' creativity, and is an inhumane educational approach. Its purpose is to cultivate obedient people and avoid students' independent exploration.

7. The Steps and Significance of Critical Pedagogy The first step is to make individuals aware of their situation, enabling them to separate from it and then change reality. Critical pedagogy opposes the view that the world exists independently of individuals. It believes that education should be a practice that connects individuals with the world, affirms the incompleteness of individuals, and creates possibilities for freedom and change.

Sum up There are many contrasts between the oppressor's pedagogy and the problem - posing pedagogy. The former maintains the existing order, while the latter pursues social change and individual liberation. The problem - posing pedagogy emphasizes individual transcendence and the changeability of reality, aiming to free individuals from the indoctrination of the oppressors and bring hope for changing reality.

Freire talks about colonization of the mind in his “Pedagogy of the Oppressed”. According to Freire Colonization of the Mind happens when the oppressed individuals internalize the values of the oppressor which leads to their conitued subjugation. This colonization is achieved via education, media and cultural practices. To achieve emancipation, individuals have to reach the stage of self-awareness referred to as “conscientization”. He believes education should lead to critical thinking to bring awareness.

Dear Professor Mahnaz Poorshahidi ,

I thank you very much for your message and your interesting observations.

Yours sincerely,

Gianluigi Segalerba

Dear Professor Manyu Dou ,

I thank you very much for your message and your rich observations.

Yours sincerely,

Gianluigi Segalerba

Dear Professor Júlio César Medeiros da Silva Pereira ,

I thank you very much for your message and your interesting observations.

Yours sincerely,

Gianluigi Segalerba

I have used this concept continuously and in different ways without realizing its origins. Mainly I have employed it in my work on psychiatry where the ideas of the profession are immediately forced on the patient. My work on Jack Kerouac demonstrates how this is done, by insistence on framing behaviour of all kinds within diagnosis.

This is a case of the colonization of patients but also of society.

Dear Doctor

Go To

FREIREAN CRITICAL PEDAGOGY AND THE DECOLONIZATION OF MINDS: IMPORTANCE FOR COMMUNITY COLLEGES IN THE U.S. HIGHER EDUCATION SYSTEM

Ana L. Cruz* Joachim Dorsch*

Postcolonial Directions in Education, Vol. 11 No 2, 2022

[Abstract As an important part of U.S. higher education, community colleges provide access to post-secondary education for students commonly underrepresented in higher education and from marginalized segments of U.S. society. These students also carry with them a long history of colonization resulting in domination, oppression and exploitation. They are susceptible to conform to workforce vocational training that emphasizes rote skills acquisition and to fitting into the corporatized society as ‘obedient’ workers. A Freirean critical pedagogy with concepts of conscientização, praxis, and questioning can constitute an avenue for students to decolonize their minds leading to awareness of possibilities and realization of potentials. Employing a Freirean critical pedagogy can also counter workforce vocational training by developing a critical pedagogy of work education as envisioned by Simon, Dippo & Schenke (1991) or a democratic vocational education as articulated by Kincheloe (1999).]