The more completely she fills the receptacles, the better a teachers she is. Worse yet, it turns them into "containers," into "receptacles" to be "filled" by the teachers. Narration (with the teacher as narrator) leads the students to memorize mechanically the narrated account. "Four times four is sixteen the capital of Para is Belem." The student records, memorizes, and repeats these phrases without perceiving what four times four really means, or realizing the true significance of "capital" in the affirmation "the capital of Para is Belem," that is, what Belem means for Para and what Para means for Brazil. The outstanding characteristic of this narrative education, then, is the sonority of words, not their transforming power. Words are emptied of their concreteness and become a hollow, alienated, and alienating verbosity. His task is to "fill" the students with the contents of his narration - contents which are detached from reality, disconnected from the totality that engendered them and could give them significance. Or else he expounds on a topic completely alien to the existential experience of the students. The teacher talks about reality as if it were motionless, static, compartmentalized, and predictable. Education is suffering from narration sickness. The contents, whether values or empirical dimensions of reality, tend in the process of being narrated to become lifeless and petrified. This relationship involves a narrating Subject (the teacher) and patient listening objects (the students). New York: Continuum Books, 1993.Ī careful analysis of the teacher-student relationship at any level, inside or outside the school, reveals its fundamentally narrative character. This reading is from: PEDAGOGY OF THE OPPRESSED by Paulo Freire. Philosophy of Education - Chapter 2: Pedagogy of the Oppressed PAULO FREIRE: CHAPTER 2 OF PEDAGOGY OF THE OPPRESSED
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