In this paper I draw apart two different contexts of Freirean pedagogical practice that I label interactional and institutional. The interactional refers to the immediate learning environment with relation to the interaction between the students and the teacher. In contrast, the institutional refers to how the institutions of education are managed, constructed, and organised and how they relate to the individuals those institutions are composed of. I begin by presenting a brief overview of Freire’s argument in favour of a revolutionary pedagogy. I then highlight how this project is represented at both interactional and institutional levels with a particular focus upon the practice of the revolutionary leaders and their role in the development of the humanisation of the oppressed. In presenting the interactional and institutional elements of Freire’s pedagogy separately the tension between the individual and the state is made plain and the limitations of his politico-educational project are drawn out. I argue that due to an inconsistent application of the relationship between means and ends in Freire’s politico-educational project an incoherence between the interactional and institutional levels of education is highlighted. In responding to this limitation of Freire’s politico-educational project with a thoroughly interconnected relationship of means and ends I show that there remains a necessary conflict between the interests of the individual and the state. As a result of this a door is opened for the development of an argument in favour of the disestablishment of education and state from a Freirean perspective.

中文翻译：

---

弗莱雷政治教育项目中互动性和制度性的不一致

在这篇论文中，我将 Freirean 教学实践的两种不同背景分开，我将它们标记为交互性和制度性。互动性是指与学生和教师之间的互动相关的直接学习环境。相比之下，制度是指教育机构是如何管理、建设和组织的，以及它们与这些机构组成的个人之间的关系。我首先简要概述弗莱雷支持革命性教学法的论点。然后我强调这个项目是如何在互动和制度层面上表现出来的，特别关注革命领袖的实践以及他们在被压迫者人性化发展中的作用。在分别展示弗莱雷教学法的互动性和制度性元素时，个人与国家之间的紧张关系变得清晰，他的政治教育计划的局限性也被引出。我认为，由于弗莱雷政治教育项目中手段和目的之间关系的不一致应用，突出了教育的互动和制度层面之间的不一致。为了回应弗莱雷政治教育项目的这种限制，这种限制具有完全相互关联的手段和目的关系，我表明个人利益与国家利益之间仍然存在必要的冲突。因此，从弗赖雷恩的角度来看，为支持废除教育和国家的论点的发展打开了大门。