[T]he more radical the person is, the more fully he or she enters into reality so that, knowing it better, he or she can transform it. This individual is not afraid to confront, to listen, to see the world unveiled. This person is not afraid to meet the people or to enter into a dialogue with them. This person does not consider himself or herself the proprietor of history or of all people, or the liberator of the oppressed; but he or she does commit himself or herself, within history, to fight at their side.

The road to revolution involves openness to the people, not imperviousness to them; it involves communion with the people, not mistrust.

Without a sense of identity, there can be no real struggle.

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.

One cannot expect positive results from an educational or political action program which fails to respect the particular view of the world held by the people. Such a program constitutes cultural invasion, good intentions notwithstanding.

Whoever teaches learns in the act of teaching, and whoever learns teaches in the act of learning.

It doesnt hurt to repeat here the statement, still rejected by many people in spite of its obviousness, that education is a political act.