The world is split between those who do not sleep because they are hungry and those who do not sleep because they are afraid of those who are hungry.

Through dialogue, the teacher-of-the-students and the students-of-the-teacher cease to exist and a new term emerges: teacher-student with students-teachers.

This is the sense in which I am obliged to be a listener. To listen to the student's doubts, fears, and incompetencies that are part of the learning process. It is in listening to the student that I learn to speak with him or her.

A revolutionary leadership must accordingly practice co-intentional education.

Liberating education consists in acts of cognition, not transferrals of information

The atmosphere of the home is prolonged in the school, where the students soon discover thatin order to achieve some satisfaction they must adapt to the precepts which have ben set from above. One of these precepts is not to think.

This is the road I have tried to follow as a teacher: living my convictions; being open to the process of knowing and being sensitive to the experience of teaching as an art; being pushed forward by the challenges that prevent me from bureaucratizing my practice; accepting my limitations, yet always conscious of the necessary effort to overcome them and aware that I cannot hide them because to do so would be a failure to respect both my students and myself as a teacher.