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Texto de Opinion

The document discusses the importance of education that develops critical thinking and dialogue between teachers and students from different cultural backgrounds. It argues that education should allow self-discovery and understanding of others' contexts through problem-posing discussions rather than just transmitting information. However, there must be limits to student input in curriculum and teaching methods.

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18 views2 pages

Texto de Opinion

The document discusses the importance of education that develops critical thinking and dialogue between teachers and students from different cultural backgrounds. It argues that education should allow self-discovery and understanding of others' contexts through problem-posing discussions rather than just transmitting information. However, there must be limits to student input in curriculum and teaching methods.

Uploaded by

Vali
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
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Valeria Sanchez Arevalo.

Communication and Interculturality: The Academic Domain.

Opinion text.

Education as a tool for transforming thought and reality.

Topic sentence: We all need an education that develops consciousness, knowledge, critical
thinking, action, self-reflection, and finally, dialogue. The world needs educators who
believe in the transforming capacity of human beings, establishing a dialogical relationship
based on empathy. In the educational process, the identity of each individual must be
respected and there must be a willingness to learn on the part of the educator and the
student, attending to and critically analyzing the proposed contents.

Paragraph 1: I am convinced that education should be a door that allows us to discover


ourselves, and I agree with Paulo Freire when he says that it should not be a process in
which the teacher simply deposits content that, according to Paulo "students patiently
receive, memorize and repeat". (Banking concept of education, P. Freire). The concept that
Freire proposes as "Problem-posing" education arrives to break the traditional method of
education, it emphasizes the mean characteristic of consciousness: being conscious, it
consists in establish acts of cognition and dialogical relations through dialogue based on
empathy between teacher-student with students-teachers where both share ideas and
knowledge and each learns something about the other and their way of seeing and
interpreting the world.

Paragraph 2: An important aspect is the reflection of each individual´s reality and self-
recognition of their own culture. It´s particularly important to recognize this interculturality
(according to Coperias M. in her article “Intercultural Communicative Competence” it is
the ability to successfully function across cultural contexts) when Freire exposed in his
book that we need to know and understand the sociocultural context of the other person.
Then, we establish dialogue, when it happens, we improve our language skills, cultural
knowledge, and understanding, all these aspects, put in context, help us to interact
effectively with people. In this instance, it is necessary to emphasize that for Paulo
“Dialogue is the encounter between men, mediated by the world, in order to name the
world.” (Freire, 1968) That is why dialogue is an existential necessity, for true dialogue to
occur it must necessarily go hand in hand with action.

Paragraph 3: The program content of education is the basis of education; it can be found
in people who participate in reality, and it can be apprehended in the human-world
relationship. It has to be related to identity because this is what characterizes the individual
and presents the perception in which he sees the world and relates to others, a person can
have many identities and their diversity of them is what we know as Cultural backgrounds.

As a conclusion and reflection, I sympathize with most of what Paulo Freire says in his
book “The Pedagogy of the Oppressed.” However, the article written by Juan Zuloaga
states that today students want to impose everything concerning content and teaching
methodology. And although I am in favor of students expressing themselves freely about
what they expect from a class, I understand that there must be a limit when it comes to
letting students intervene in my work and role as a teacher, That is why I would like to
leave an open question in this text, Nowadays, what´s the limit of that liberty and freedom
given to students in education when you´re a teacher?

Bibliographic references

 Freire, P. (1996). Pedagogy of the Oppressed (2nd ed.). Penguin Group(CA).

 Coperías, M. J. (2002). INTERCULTURAL COMMUNICATIVE COMPETENCE: A

STEP BEYOND COMMUNICATIVE COMPETENCE. ResearchGate.

 Bryam, M. (2006). Languages and Identities.

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