Teacher preparation should go beyond the technical preparation of teachers and be rooted in the ethical formation both of selves and of history.

Education as the exercise of domination stimulates the credulity of students, with the ideological intent (often not perceived by educators) of indoctrinating them to adapt to the world of oppression.

Dialogue cannot exist without humility.

A fact which is not denied but whose truths are rationalized loses its objective base. It ceases to be concrete and becomes a myth created in defense of the class of the perceiver.

Individuals who were submerged in reality, merely feeling their needs, emerge from reality and perceive the causes of their needs.

It is essential for the oppressed to realize that when they accept the struggle for humanization they also accept, from that moment, their total responsibility for the struggle.

Attempting to liberate the oppressed without their reflective participation in the act of liberation is to treat them as objects that must be saved from a burning building.