PAULO FREIRE AND POPULAR STRUGGLE IN SOUTH AFRICA Dossier no 34 Tricontinental: Institute for Social Research November 2020 IMAGES IN COVER COLLAGE Zanempilo Community Health Care Centre brochure, a project of the Black Community Programmes that offers medical, maternity, and child care services. Cover of Black Review, a publication for political analysis initiated by Steve Biko in 1972. University of South Africa Archives PAULO FREIRE AND POPULAR STRUGGLE IN SOUTH AFRICA Dossier no 34 | Tricontinental: Institute for Social Research November 2020 Dossier no 34 Paulo Freire was a radical educator from Brazil whose work was tied to struggles for human freedom and dignity. He constantly experimented with and thought about how to connect learning and teaching among the poor and oppressed with the radical transformation of society. For Freire, this meant struggling for a world where everyone counts equally and is treated with dig- nity – a world in which economic and political power are radically democratised. This dossier, which draws on interviews with participants in a range of struggles in South Africa, shows that Freire’s ideas have been an important influence in the Black Consciousness Movement, the trade union movement, and some of the organisations associ- ated with the United Democratic Front (UDF). His ideas remain influential today, from trade unions to grassroots struggles. Paulo Freire, 1970 Mural of Paulo Freire at the Getty Images entrance to the Florestan Fernandes National School of the Landless Rural Workers’ Movement (MST) in Guararema, Brazil, 2018. Richard Pithouse 3 Dossier no 34 From Brazil to Africa Freire was born in Recife, a city in north eastern Brazil, in 1921. After his university studies, he became a schoolteacher and began to develop an interest in radical approaches to education, including projects to teach adult literacy. Freire saw the role of community and worker organisations and struggles as vital in the formation of the critical conscience that is required to overcome the domina- tion and dependence of the oppressed. In Freire’s early works, he wrote that the fundamental goal of radical pedagogy is to develop a critical conscience in individuals. The method of dialogical engagement that he developed from the 1950s onwards became an emancipatory and progressive alterna- tive to the dominant school programmes sponsored by the US government through agencies such as the United States Agency for International Development (USAID), an organisation that is notorious for backing coups against elected governments in Latin America and elsewhere. In 1964, the Brazilian military seized control of the country with the backing of the United States and imposed a brutal right-wing dictatorship. Freire was among the many people arrested by the dictatorship. After seventy days in prison, he was released and forced to leave the country. During his years in exile, he continued to carry out his practical work in other countries in Latin America, such as Chile, where he wrote his most important book, Pedagogy of the Oppressed, and developed adult literacy programmes. He also had significant contact with African freedom struggles. During this time, he vis- ited Zambia, Tanzania, Guinea-Bissau, Sao Tome and Principe, Angola, and Cape Verde. He met with The People’s Movement for the Liberation of Angola (MPLA), the Mozambique Liberation Front (Frelimo), and the African Party for the Independence of Guinea and Cape Verde (PAIGC). He developed adult literacy programmes in Guinea-Bissau, Tanzania, and Angola. Freire read extensively about colonisation and its effects on the people, including the writings of African revolutionary intellectu- als like Frantz Fanon and Amilcar Cabral. He felt a special con- nection to Africa and wrote that ‘[a]s a man from north-eastern Brazil, I was somewhat culturally tied to Africa, particularly to those countries that were unfortunate enough to be colonised by Portugal’. Freire was also deeply critical of the capitalist system, which exploits and dominates the bodies and minds of the oppressed, and is a major force generating the material and ideological con- ditions that shape the domination of consciousness. This domina- tion – which, of course, is entwined with racism and sexism – can seep into our being, our actions, and the way that we see the world. Freire argued that learning to fight to overcome domination is dif- ficult but essential political work that requires constant learning. Freire’s emphasis on the importance of dialogue as the basis for critical consciousness, and his stress on the essential role of 5 Dossier no 34 popular struggle and organisation, both became important tools in grassroots struggles in Brazil during the 1970s and 1980s. In this period in Latin America in general, and Brazil in particular, popular education became synonymous with popular movements that used it as their main educational strategy, uniting political practice and learning processes. In 1980, Freire returned to Brazil, where he became active in the Workers’ Party (Partido dos Trabalhadores). When the party took control of São Paulo (one of the largest cities in the world) in 1988, he was appointed as the city’s secretary of education. He remained in this position until 1991. He died in 1997. Pedagogy of the Oppressed In 1968, whilst he was in exile in Chile, Freire wrote Pedagogy of the Oppressed. During that year, youth revolts took place around the world. In France, where the revolt was most intense, many young people began to look at the intellectual work produced in the armed struggles against French colonialism in Vietnam and Algeria – including Fanon’s work on the Algerian revolution. This turn to Fanon influenced Freire too. In 1987, Freire recalled that ‘[a] young man who was in Santiago on a political task gave me the book The Wretched of the Earth. I was writing Pedagogy of the Oppressed, and the book was almost finished when I read Fanon. I had to rewrite the book’. Freire was deeply influenced by Fanon’s radical humanism, his thinking about the role of university-trained intellectuals in popular struggles, and his warnings about how an elite among the oppressed could become new oppressors. Freire would write many books in the years to come, but it is Pedagogy of the Oppressed that quickly became and has remained a revolutionary classic. This book has had a powerful impact on popular movements around the world and remains the best intro- duction to Freire’s ideas. In a talk given in Durban in 1988, Neville Alexander, who was an important radical intellectual in many fields, including educa- tion, explained that: ‘[f]or Freire, the decisive difference between animals and human beings consisted in the ability of the latter to reflect directly on their activity. This ability is, for him, the unique 7 Dossier no 34 attribute of human consciousness and self-conscious existence and is what makes it possible for people to change their situation’. In other words, for Freire, all people are capable of thought, and crit- ical thought, undertaken collectively, is the basis of organisation and struggle. Freire argued that oppression dehumanises everyone – both the oppressed and the oppressor – and that emancipatory forms of politics – the strivings of the oppressed for freedom and justice – are, ultimately, a demand ‘for the affirmation of men and women as persons’. He would write that ‘[t]his, then, is the great humanistic and historical task of the oppressed: to liberate themselves and their oppressors as well’. But, for Freire, there is a danger that the person who is oppressed and wants to be free can come to believe that, to be free, she or he must become like the oppressor: ‘Their ideal is to be men; but for 1 them, to be men is to be oppressors’. Freire believed that political education during a struggle is important in order to help prevent the elites among the oppressed from becoming new oppressors, warning that ‘[w]hen education is not liberatory, the dream of the oppressed is to be the oppressor’. For Freire, the point of freedom is to allow everyone to be fully human; the struggle for freedom must end all oppression. It must 1 In reading Freire’s writings and his use of gendered language such as ‘men’ to mean ‘human’, which was still common in the late 1960s, we must undertake the intellectual exercise of entering into dialogue with his gendered forms of expression with the aim of critical reflection and developing emancipatory alternatives. be for the liberation of everyone, everywhere, and not just for some. But, he said, there are many different reasons why the oppressed do not always see this clearly. Sometimes the oppressed do not see that they are oppressed because they have been taught to believe that the way things are is ‘normal’ or is their fault. For example, they are taught to believe that they are poor because they do not have enough education, or that others are rich because they have worked harder. Sometimes, they are taught to blame something else (such as ‘the economy’) or someone else (such as ‘foreigners’) for their poverty. True liberation must start by seeing clearly how things really are. For Freire, this is why radical and collective questioning, discus- sion, and learning are so important. He argued that, by thinking carefully and critically about how things really are (our actual lives and experiences), we can come to see oppression more accurately so that we can fight more effectively to end it. The political work of encouraging critical thinking about our situa- tion does not mean encouraging people to just criticise everything; it means always going beyond how things seem by constantly ask- ing questions – especially by asking ‘why?’ – to understand the root causes of why things are the way they are, especially things we feel strongly about.