EDUCATION FOR CRITICAL CONSCIOUSNESS

BY MA LUCILA TOSCANO
 EDUCATION FOR CRITICAL CONSCIOUSNESS

ON THE BOOK EDUCATION FOR CRITICAL CONSCIOUSNESS, PAULO FREIRES STATED THAT
INDIVIDUALS MUST BE WITHIN THE WORLD, NOT IN THE WORLD. THE MESSAGE OF THE
AUTHOR OF THE BOOK IS, THAT ALL INDIVIDUALS MUST COMMUNICATE WITH OTHERS, FORM
RELATIONSHIPS, AND RESPOND TO THE NEEDS OF THEMSELVES AND THE NEEDS OF THE
POPULATION. TO ACT AND ENGAGE IN. TO HAVE AWARENESS OF THEIR EXISTENCE, NOT
ONLY LIVING WITH MAKING CONTRIBUTIONS OR IMPACTING AND MAKING PROGRESSIVE
CHANGES.
 ANALYZING THE THEORICAL PRACTICAL AND
OVERALL IMPLICATIONS.
BY ANALYZING THE MESSAGE OF EDUCATION FOR CRITICAL CONSCIOUSNESS, I WILL
IMPLEMENT THE STRATEGIES OF THE MESSAGE IN MY FIELD. BY BE COMPASIVE OF THE NEEDS
OF OTHER AND STRENGHTEN THE CHILDREN AND THEIR FAMILY KNOWLEDGE. BY AVOIDING
BIAS, PREJUDICE, STEREOTYPING, AND AVOID JUDGMENTAL OPINIONS AND COMBATIVE
AGAINST ANY ONE USING THIS BEHAVIOR. AND CRITICALLY REFLECT IN THE MESSAGES THAT
MEDIA TRANSMIT AGAINST SOCIETY TO CONTINUE THINKING FOR US, TALK FOR US AND
DECIDE FOR US. NOT SUPPORTING AND ACCEPTING THIS MESSAGE SOCIETY WILL OVERCOME
THE LACK OF CIVIC PARTICIPATION AND ACTION. PROVIDING REAL EDUCATION AS PAULO
FREIRE STATED IN HIS BOOKS, SOCIETY WILL REJECT THE MASTERS TOOLS
 PEDAGOGY OF THE OPPRESSED

ANOTHER READING WAS THE PEDAGOGY OF THE OPPRESSED. AND IT DEFINES

THE COMMON ELEMENTS OF OPPRESSION. AND HOW THE ANTI-OPPRESSIVE
EDUCATION IS PREMISED ON THE NOTION THAT MANY TRADITIONAL AND
COMMONSENSE WAYS OF ENGAGING IN "EDUCATION" ACTUALLY CONTRIBUTE
TO OPPRESSION IN SCHOOLS AND SOCIETY.
 ANALYZING THE THEORICAL PRACTICAL AND
OVERALL IMPLICATIONS.
BY ANALYZING THE EDUCATION FOR LIBERATION, I WILL IMPLEMENT AND US ETHE STRATEGIES
TO SUPPORT OUR FAMILIES AND COMMUNITIES TO ENGAGE IN THE CHANGE OF THE SCHOOL
SOCIAL SYSTEM. USE APPROPRIATE COMMUNICATION, INFORMATION AND CHALLENGE MYSELF
TO LEARN THE TRANSFORMATIONAL RESISTANCE BASIS TO INVOLVED COMMUNITIES CHANGE
THE OPPRESSIVE EDUCATIONAL SYSTEM TO AN DEMOCRACY EDUCATIONAL SYSTEM. AND TO
FIGHT THE COMMON ELEMENTS OF OPPRESSION BY USE THE ELEMENTS OF FAIR FIGHTING .
TO ACKNOWLEDGE THAT EACH INDIVIDUAL WITH THEIR OWN NEEDS, PERSPECTIVES,
OPINIONS, AND CULTURE.
 "BANKING CONCEPT"

ANOTHER ANALYZED CONCEPT IS THE MEANING OF THE BANKING CONCEPT. THAT IS USED
IN OUR SCHOOL SYSTEM WHERE TEACHERS JUST PASS INFORMATION INSTEAD EDUCATION.
TEACHERS SHOULD , NOT TRACK STUDENTS TEACHERS MUST SERVE AS AGENTS OF
SUCH CHANGE, PROMOTING RELEVANT DEMOCRATIC VALUES AND EMPOWERING STUDENTS
TO ACT RATHER THAN IMPERSONALIZE THE CURRICULUM TO REACH EVERY STUDENT.
TEACHERS NEED TO ASSUME THAT STUDENTS ARE CAPABLE OF LEARNING COMPLEX
MATERIAL AND PERFORMING AT A HIGH LEVEL OF SKILL. EACH STUDENT HAS A PERSONAL,
UNIQUE LEARNING STYLE THAT TEACHERS DISCOVER AND BUILD ON WHEN TEACHING. AND
TEACH USING A MULTICULTURAL APPROACH TO OVERCOME THE SOCIAL CHANGE FOR OUR
COMMUNITIES.
 ANALYZING THE THEORICAL PRACTICAL AND
OVERALL IMPLICATIONS.
EQUALLY RESPOND AND VALIDATE OTHERS
COMPROMISE MYSELF TO FIND SOLUTIONS FOR EACH INDIVIDUAL WITHOUT DEPRIVING
OTHER PEOPLE RIGHTS
COMMUNICATING AND BE PERSISTENT AND STATING THE PROBLEM OR ISSUE, IT WILL AVOID
OR ARISE MORE CONFLICTS.
STATED CASES AND PROPOSAL FOR CHANGE AND DISCUSS POSSIBLE SOLUTIONS, DISCUSS
BOTH PROPOSALS TO COME UP WITH AGREEMENTS WITHOUT TAKING FULL RESPONSIBILITY
OF THE PROBLEM.
 "BANKING CONCEPT"

TEACHERS WOULD SERVE AS AGENTS OF SUCH CHANGE, PROMOTING

RELEVANT DEMOCRATIC VALUES AND EMPOWERING STUDENTS TO ACT
TO NOT TRACK THEM, BUT RATHER TO PERSONALIZE THE CURRICULUM TO
REACH EVERY STUDENT. TEACHERS NEED TO ASSUME THAT STUDENTS ARE
CAPABLE OF LEARNING COMPLEX MATERIAL AND PERFORMING AT A HIGH
LEVEL OF SKILL. EACH STUDENT HAS A PERSONAL, UNIQUE LEARNING STYLE
THAT TEACHERS DISCOVER AND BUILD ON WHEN TEACHING.[19]
ANOTHER IMPORTANT CONSIDERATION IN IMPLEMENTING
 EMPOWERING SCHOOL SYSTEM

1 EMPOWERING SCHOOL CULTURE: GROUPING AND LABELING PRACTICES, SPORTS PARTICIPATION,

DISPROPORTIONALITY IN ACHIEVEMENT, AND THE INTERACTION OF THE STAFF AND THE
STUDENTS ACROSS ETHNIC AND RACIAL LINES MUST BE EXAMINED TO CREATE A SCHOOL
CULTURE THAT EMPOWERS STUDENTS FROM DIVERSE RACIAL, ETHNIC, AND GENDER GROUPS.
2 EQUITY PEDAGOGY: AN EQUITY PEDAGOGY EXISTS WHEN TEACHERS MODIFY THEIR TEACHING IN
WAYS THAT WILL FACILITATE THE ACADEMIC ACHIEVEMENT OF STUDENTS FROM DIVERSE RACIAL,
CULTURAL, GENDER, AND SOCIAL-CLASS GROUPS.
MULTICULTURAL EDUCATION CAN BE IMPLEMENTED ON THE MACRO-LEVEL WITH THE
IMPLEMENTATION OF PROGRAMS AND CULTURE AT THE SCHOOL-WIDE OR DISTRICT-WIDE LEVEL
AND ALSO AT THE MICRO-LEVEL BY SPECIFIC TEACHERS WITHIN THEIR INDIVIDUAL CLASSROOMS.