- Chapter I - The justification for a pedagogy of the oppressed; the contradiction between the oppressors and the oppressed, and how it is overcome; oppression and the opressors; opression andthe oppressed; liberation: not a gift, not a self-achievement, but a mutual process - Chapter II - The "banking" concept of education as an instrument of oppression - its presuppositions - a critique; the problem-posing concept of education as an instrument for liberation - its presuppositions; the "banking" concept and the teacher-student contradiction; the problem-posing concept and the supersedence of the teacher-student contradiction; education: a mutual process, world-mediated; man as an uncompleted being, conscious of incompletion, and his attempt to be more fully human - Chapter III - Dialogics - the essence of education as the practice of freedom; dialogics and dialogue and the search for program content; the men-world relationship, "generative themes", and the program content of education as the practice of freedom; the investigation of "generative themes" and its methodology; the awakening of critical consciousness through the investigation - Chapter IV - Antidialogics and dialogics as matrices of opposing theories of cultural action: the former as an instrument of oppression and the latter as an instrument of liberation; the theory of antidialogical action and its characteristics: conquest, divide and rule, manipulation, and cultural invasion; the theory of dialogical action and its characteristics: cooperation, unity, organization, and cultural synthesis

Título Original: Pedagogia do oprimido

Tradutor: Myra Bergman Ramos