In “Pedagogy of the Oppressed” Freire addresses many issues and ideas on the topic of education, touches on the relationships between students and teachers, and presents his philosophy on more effective ways of teaching. Paulo Freire's learning requires students to do more than just regurgitate the information the teacher spits out at them, it requires students to create for themselves and allow them to come into contact with reality so they can fight for themselves against oppression and their creativity. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't 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 are testimony to his views on the education system. Such as when he references the differences between the banking education system and how the solution to ongoing oppression in society is a problem, mentioning how the banking concept is only beneficial to the oppressors as it creates a timeline for teachers to complete/plan the material assigned by the district to the students, continuing not only the cycle of oppression but also of control. Students on the other hand do not necessarily benefit from this type of teaching, in the pedagogy the narrator mentions that when the teacher teaches he plays; “immobile, static, compartmentalized and predictable. “ The student is less likely to pay attention to a topic if it doesn't hold their attention, the problem with banking requires students to simply memorize and regurgitate information and essentially they are not actually learning, but simply filling up like containers. The regurgitation is not effective in the long run because you are not actually learning by cramming, you have to take your time studying, analyzing and processing the information to fully understand the material world game by Paulo Freire who compares the student to a bank and the teacher to the depositor the concept of this is that the teacher is depositing what he thinks is important knowledge into the student's brain so that he can regurgitate it it is what leads humans to become oppressed as students are encouraged to “fit in” to the world as well as this leads students to submit to authoritarian roles. In chapter 2 of Pedagogy of the Oppressed, Paulo Freire wrote: “The salient feature of this narrative education, then, is the sonority of the words, not their transformative power. "Four times four is 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", i.e. what Belem means for Para and what Para means for Brazil. Narration (with the teacher as narrator) leads the student to mechanically memorize the narrated story. Worse still, it transforms them into "containers", into "receptacles" to be filled by teachers. The more completely she fills the vessels, the better a teacher she is. The more docilely the containers are filled, the better the students. "Students shouldn't be confined to a room all day and forced to memorize a series of facts as that doesn't help them in the real world. If all they've ever known is what the teacher tells them to do, you'll find yourself with kids who don't know how to think independently on their ownindependent thinking the child does not know how to interact in the real world. Independent thinking is a freedom that should be given/allowed to everyone. Without independence students rely solely on the help of others as they were not allowed as they cannot think freely for themselves. Furthermore, the lack of independence ties into the creation of oppression in society as the banking system reduces individuals to objects, reducing them to containers filled to the brim with knowledge they don't even understand. Throughout the chapter Freire elaborates on the fact that the education system should not simply be one on top of the other, that the lesson should not be taught only with the teacher pointing to the blackboard and underlining the key points of the lesson, there should be exercises in where students can interact and discuss what they have learned. Peer discussion stimulates the brain as it deepens, creating reference points that make it easier to digest information. There is an expert in which 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 emerges: teacher-student with student-teachers. The teacher is no longer simply the one who teaches, but the one who is himself taught in dialogue with the students, who in turn, while being taught, also teach. They become co-responsible for a process in which everyone grows." This regurgitation cycle no longer works, 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 because schools are slowly but steadily turning into a education that poses problems. Accordingly, Freire states 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 desired by Freire, but what is the problem posing? It is when mutualistic cooperation occurs between the student and the teacher. In this scenario students are not just sitting lethargically, waiting for the truth to be programmed into them. Students would be able to respond to problems imposed on them by the world; from here comes new challenges, understatement, dedication and critical thinking. The teacher in this situation is not just a “narrative” as Freire says, but instead is not only freeing himself from submission but also encouraging cognitive thinking. Furthermore, this implies that the teacher detaches himself from oppression by preparing dialogue to interact with students, transforming them both into analytical and creative human beings who avoid being trapped in the system. The purpose 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 those themes as problems that require a solution. This type of approach focuses on the idea of ​​communication and sharing experiences to then acquire knowledge, this is linked to critical thinking which is part of "liberating education", as Freire insists "it consists of acts of cognition, not transfers of information” (page 79). Knowledge is not a prize possessed exclusively by the teacher but is the product of mutual discovery between teacher and student through communication. Unlike banking education, there is no teacher/student hierarchy which, as Freire states, can be overcome and “become co-responsible for a process in which everyone grows” (p. 80). Knowledge no longer has to be transmitted exclusively from the teacher to the student, but becomes.