In Pedagogy of the Oppressed, Paulo Freire discusses what he calls the financial arrangement of instruction. In the financial framework the understudy is viewed as an article in which the instructor should put data. The understudy has no liability regarding cognizance of any kind; the understudy should essentially retain or assimilate everything that the instructor says to the person in question. Paulo Freire was especially against the financial framework. He contended that the financial framework is an arrangement of control and not a framework intended to instruct effectively. In the financial framework the instructor is intended to form and change the way of behaving of the understudies, some of the time in a way that nearly looks like a battle. The educator attempts to compel data down the understudy’s throat that the understudy may not accept or think often about.
This interaction in the end leads most understudies to detest school. It likewise drives them to foster an obstruction and a pessimistic demeanor towards learning as a general rule, to the place where the vast majority won’t look for information except if it is Cama casinha solteiro for a grade in a class. Freire felt that the best way to have genuine instruction, in which the understudies take part in cognizance, was to transform from the financial framework into what he characterized as issue presenting schooling. Freire depicted how an issue presenting schooling system could work in Pedagogy of the Oppressed by saying, “Understudies, as they are progressively presented with issues connecting with themselves on the planet and with the world, will feel progressively tested and obliged to answer that test. Since they catch the test as interrelated to different issues inside a complete setting not as a hypothetical inquiry, the subsequent understanding will in general be progressively basic and in this way continually less alienated”(81). The schooling system created by the Italian doctor and teacher Maria Montessori presents a tried and powerful type of issue presenting instruction that leads its understudies to build their craving to advance rather than repressing it.
Freire gives two significant issues the financial idea. The first is that in the financial idea an understudy isn’t expected to be intellectually dynamic. The understudy is intended to just retain and rehash data, not to figure out it. This represses the understudies’ inventiveness, annihilates their advantage in the subject, and changes them into latent students who don’t have the foggiest idea or accept what they are being educated however acknowledge and rehash it since they have no other choice. The second and more emotional result of the financial idea is that it provides a colossal capacity to the individuals who pick what is being educated to abuse the people who are obliged to learn it and acknowledge it. Freire makes sense of that the issues lies in that the educator holds all the keys, has every one of the responses and does all the reasoning. The Montessori way to deal with training does the specific inverse. It causes understudies to do all the reasoning and critical thinking with the goal that they come to their own end results. The instructors basically assist with directing the understudy, however they don’t let the understudy know valid or misleading or how an issue can be tackled.