Paulo Freire, exiled from Chile in 1964, was a pioneer in literacy programs for peasants, teaching them not just reading and writing but also political participation. His methods inspired hope and resistance among the poor, leading to his imprisonment and exile. Freire's pedagogy of the oppressed posits that the oppressor dehumanizes the oppressed by imposing a worldview that denies them autonomy, while the oppressed internalize this dehumanization. The process of liberation involves two stages: recognizing oppression and committing to transformation, followed by the actual transformation where the oppressor OPPOSER is no longer oppressor or oppressed. Freire criticizes traditional "banking education," where teachers are seen as the subjects and students as empty vessels, inhibiting critical thinking and creativity. Instead, he advocates for problem-posing education, where students are active learners who reflect on their experiences and engage in dialogue. This approach aims to empower the oppressed to see themselves as valuable and worthy of dignity and respect. The action plan Freire outlines involves forming investigative teams to study and understand the community's unique "living code." These teams record vocabulary, syntax, and daily life, analyze contradictions, and develop codifications to explicitize the community's consciousness. Through interdisciplinary study and dialogue, the teams aim to break down themes and create visual didactic materials to facilitate learning. While Freire's ideas are inspiring, the practicality of his methods for large-scale communities is questioned. The process is intricate and may be challenging to sustain over time. Despite these concerns, Freire's work has significantly raised awareness about the plight of the oppressed and contributed to societal understanding.Paulo Freire, exiled from Chile in 1964, was a pioneer in literacy programs for peasants, teaching them not just reading and writing but also political participation. His methods inspired hope and resistance among the poor, leading to his imprisonment and exile. Freire's pedagogy of the oppressed posits that the oppressor dehumanizes the oppressed by imposing a worldview that denies them autonomy, while the oppressed internalize this dehumanization. The process of liberation involves two stages: recognizing oppression and committing to transformation, followed by the actual transformation where the oppressor OPPOSER is no longer oppressor or oppressed. Freire criticizes traditional "banking education," where teachers are seen as the subjects and students as empty vessels, inhibiting critical thinking and creativity. Instead, he advocates for problem-posing education, where students are active learners who reflect on their experiences and engage in dialogue. This approach aims to empower the oppressed to see themselves as valuable and worthy of dignity and respect. The action plan Freire outlines involves forming investigative teams to study and understand the community's unique "living code." These teams record vocabulary, syntax, and daily life, analyze contradictions, and develop codifications to explicitize the community's consciousness. Through interdisciplinary study and dialogue, the teams aim to break down themes and create visual didactic materials to facilitate learning. While Freire's ideas are inspiring, the practicality of his methods for large-scale communities is questioned. The process is intricate and may be challenging to sustain over time. Despite these concerns, Freire's work has significantly raised awareness about the plight of the oppressed and contributed to societal understanding.