... there is no valid teaching from which there does not emerge something learned and through which the learner does not become capable of recreating and remaking what has been taught.

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.

Education is suffering from narration sickness.

The role of the problem-posing educator is to create, together with the students, the conditions under which knowledge at the level of the doxa is superseded by true knowledge, at the level of the logos.

In order for this struggle to have meaning, the oppressed must not, in seeking to regain their humanity (which is a way to create it), become in turn oppressors of the oppressors, but rather restorers of the humanity of both

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.

It is truly difficult to make a democracy. Democracy, like arty dream, is not made with spiritual words but with reflection and practice. It is not what I say that says I am a democrat, that I am not racist or machista but what I do. What I say must not be contradicted by what I do. It is what I do that bespeaks my faithfulness or not to what I say.