Many teachers that teach in Tribal communities often use the concept of “the teacher know everything and the students know nothing”. (Freire 8) This semester I had a teacher that said, “I’m going to teach you as though you know nothing”. This goes to show that teachers, even in current times are obsessed with their authority over students. The “banking system” only works to the extent of students being able to regurgitate what the teacher tells the student. The students do not learn when they are told to memorize items, just so the student can get a good test grade. I have experienced this during my academic career. I personally retain more information when teachers communicate and tell me why I need to learn what I need to learn. “’Four times four is sixteen; the capital of Para is Belem.’ The students records, memorizes, and repeats these phrases without perceiving what four times four really means, or realizing the true significance of “capital” in the affirmation ‘the capital of Para is Belem,’ that is, what Belem means for Para and what Para means for Brazil.”
This type of teaching is taught everywhere. I feel as though it is worse for Tribal communities, and I’m only saying that because the high school drop out rate is higher among Native Americans than other ethnicities. Not to mention, in the university level, the graduation rate is lower. I believe, is because of the quality of education we, Native, people receive in Tribal Communities.
This reading was fairly difficult. I am not used to reading such complex writings. In order to understand the reading more efficiently, I think it would be better to start with something slightly simpler. This is the first time I have ever read something of this magnitude, I enjoyed it. I felt as though it challenged me to break out of my comfort zone.
Bibliography
Freire, Paulo. Pedagogy of the Oppressed. New York: Continuum International Publishing Group, 2000.
Bibliography: Freire, Paulo. Pedagogy of the Oppressed. New York: Continuum International Publishing Group, 2000.
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