In “Pedagogy of the Oppressed”, Freire discusses and discusses many questions and ideas on the topic of education, he addresses the relationships between students and teachers and presents his philosophy on more effective teaching methods. Paulo Freire's learning requires students to do more than just regurgitate the information the teacher spits at them, it requires students to create it themselves and allow them to get in touch with reality so that they can struggle through themselves against oppression and their creativity. Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”? Get an original essay From the beginning of Pedagogy of the Oppressed, Freire calls for change with his use of wordplay and image examples in Pedagogy of the Oppressed. Oppressed. They reflect his point of view on the education system. Like when he refers to the differences between the banking education system and how the solution to the current oppression in society poses a problem by mentioning that the banking concept is only beneficial to the oppressors because it creates a calendar for teachers to complete/schedule assigned tasks. materials from the neighborhood to the students, continuing the cycle not only of oppression but also of control. Students on the other hand do not necessarily benefit from this type of teaching, in pedagogy the narrator mentions that when the teacher teaches it sounds; “immobile, static, compartmentalized and predictable. "The student is less likely to pay attention to a topic if it doesn't capture their attention. The problem with banking is that students simply have to memorize and regurgitate the information and basically they don't just learn, they are just filled like containers. Regurgitation is not effective in the long run because you don't actually learn by cramming, you have to take your time studying, analyzing and processing the information to fully understand the content. Freire first introduces the banking concept of education as an analogy, another global play on the part of Paulo Freire, which compares the student to a bank and the teacher to a depositor the concept is that l. The teacher deposits what she thinks is important knowledge into students' brains so that they can regurgitate it. This is what leads human beings to become oppressed, because students are encouraged to "fit in" the world, because it leads students to submit to roles of authority. In chapter 2 of Pedagogy of the Oppressed, Paulo Freire wrote: “The striking characteristic of this narrative education is therefore the sound of the words, and not their transformative power. “Four times four makes sixteen; the capital of Para is Belem. » The student records, memorizes and repeats these sentences without perceiving what four times four really means, nor realizing the true meaning of "capital" in the statement "the capital of Para is Belem", it that is, what Belem means to Para and what Para means to Brazil” The narration (with the teacher as narrator) causes the student to mechanically memorize the story being told. Worse still, it turns them into “. containers,” into “receptacles” that teachers must fill. The more completely she fills the receptacles, the better the teacher she is. all day and forced to memorize a bunch of facts because it doesn't help them in the real world If all they know is what the teacher tells them to do, you'll end up with kids.who do not know how to think independently. Without independent thinking, the child does not know how to interact in the real world. Independent thought is a freedom that everyone should have. Without independence, students rely solely on help from others, as they were before. This is not allowed because they cannot think freely for themselves. Furthermore, the lack of independence is linked to the creation of oppression within society, with the banking system reducing individuals to objects, reducing them to containers filled to the brim with knowledge that they do not even understand. not. Throughout the chapter, Freire explains in depth that the education system should not just be superimposed, that the lesson should not just be taught with the teacher pointing at the blackboard and pointing out the key points of the lesson, it should be exercises where students can interact and discuss what they have learned. Peer discussions stimulate the brain as they go deeper, which creates cues that make it easier to digest information. There is an expert where Freire recognizes the flaw in banking education by stating: “Through dialogue, the teacher of the students and the students of the teacher cease to exist and a new term appears: teacher-student with students-teachers. The teacher is no longer simply the one who teaches, but the one who is himself instructed in dialogue with the students, who in turn, while being instructed, also teach. They become jointly responsible for a process in which everyone grows. » This circle of regurgitation is no longer working, schools and people are starting to wake up from this fog and realize that the human brain is not a machine into which we can program information and that is why schools are slowly evolving but surely towards an education which poses problems. Therefore, Freire mentions that the solution is not to incorporate the oppressed into the structure of society but to encourage them to transform the structure "so that they become beings for themselves." the antidote recommended by Freire, but what does it mean to pose a problem? It is then that a mutualistic cooperation is established between the student and the teacher. In this scenario, students do not sit lethargically, waiting for the truth to be programmed into them. Students would be able to respond to the problems imposed on them by the world; hence new challenges, understatement, dedication and critical thinking. The teacher in this situation is not only a “narrative” as Freire mentions, but he not only breaks away from submission and also encourages cognitive thinking. Furthermore, it implies that the teacher would break away from oppression by preparing a dialogue to interact with the students, transforming them both into creative and analytical human beings who would move away from the trap of the system. The goal of the problem-posing method is for students and teachers to collaborate to identify; the hopes, beliefs, desires, values ​​and fears of the oppressed. The teacher then presents these themes as problems to be solved. This type of approach focuses on the idea of ​​communication and sharing experiences to then acquire knowledge, which is part of the critical thinking that is part of "liberating education", as Freire points out, “consists of acts of cognition, and not of transfers of information” (p. 79). Knowledge is not a reward possessed only by the teacher but is the product of mutual discovery between the teacher and the student through communication. Unlike banking education, there is no teacher/student hierarchy, as Freire says,.