The purpose of this paper is to re-examine Freire's "dialogue" from viewpoint of "generation" to clarify the method of teaching that aims at liberation while avoiding the danger of falling into indoctrination. To this end, I examined the deepening of Freire's educational thought from "Educação e Atualidade Brasileira" to "Pedagogia do Oprimido", and re-examined Freire's theory of "dialogue" from the viewpoint of "generation".
The foundation of Freire's educational thought lies in overcoming the oppression internalized by the oppressed. This is a common theme in Freire's early to mid- career. In the early years Freire was influenced by ISEB theorist and Teixeira, and in the middle years by Marx and Fanon.
To overcome internalized oppression, it is necessary for the oppressed themselves to narrate their suppressed emotions, questions, wishes, and hopes. To "generate" such narratives is to dialogue with the "world" and others through "generative" words, themes and questions devised by the teacher.
Pedagogy that avoids the danger of "indoctrination" and aims at "liberation" is realized when learners talk about themselves through dialogue with the "world" and other people. This dialogue is realized by "generative" teaching. The oppressed can challenge "self-liberation" when such generative dialogue becomes possible.
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