Why would the Freire perspective or approach be useful in the study of Humanities?

When studying the Humanities, one must realize that the subject is broad in that it encompasses so many aspects of our existence, yet is still specific in talking about those aspects. Art, culture, traditions, any number of pieces of human life are studied. Through traditional schooling, many children and teens gradually gain a greater appreciation for the humanities through years of repetition. I probably saw the same paintings and heard of the same revolutions at least ten times from elementary school through high school before I honestly committed most of it to memory. Perhaps that is fine for teaching over an entire childhood. But what of adult education? Do these things benefit them, being taught in the same respect as they are taught to children? Should they be concerning themselves with that kind of knowledge in the first place, or should the be basking themselves in specialization, for more practical information pertaining to making a living? In the 1970's, Paulo Freire criticized adult education with his best known work, Pedagogy of the Oppressed. Freire preached what would eventually be known as the Freirean philosophy or approach to education. His ideas focused that curriculum should focus on present day political and social issues such as racism, sexism, among other forms of oppression. To not teach such realities "inhibits the expansion of consciousness and blocks creative and liberating social action for change."

Freire's approach to education is helpful in studying the humanities because it does not simply allow a learner to receive information from one source (a teacher, a dictator, a solitary authority) and place it away in one's memory bank. Group discussion is necessary, and social action emphasized. Such actions accompanying learning in the curriculum provides a better understanding of the material, and induces changes in the humanities themselves. One becomes involved in culture, politics, and reformation (transformation) rather than simply learning about such things and possibly becoming involved with them by some other facet of life. Though I am skeptical as to all of the text's references of Freireian teaching being so much more efficient than traditional methods, the Brazilian educator's philosophies would certainly provide a more in-depth, transitive, and dynamic experience in the humanities.