I cannot be a teacher without exposing who I am.

How can I be an educator if I do not develop in myself a caring and loving attitude toward the student, which is indispensable on the part of one who is committed to teaching and to the education process itself.

Finally, it is important to make it clear that imagination is not an exercise for those detached from reality, those who live in the air. On the contrary, when we imagine something, we do it necessarily conditioned by a lack in our concrete reality. When children imagine free and happy schools, it is because their real schools deny them freedom and happiness.

The oppressors do not perceive their monopoly on having more as a privilege which dehumanizes others and themselves. They cannot see that, in the egoistic pursuit of having as a possessing class, they suffocate in their own possessions and no longer are; they merely have.

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.

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

It is absolutely essential that the oppressed participate in the revolutionary process with an increasingly critical awareness of their role as subjects of the transformation.