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Prof. Trad. Pub. Lorena gola
2020
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para las carreras de Educación.
Prof. Trad. Pub. Lorena Gola. 1
TEXT 1
Paulo Freire: Popular Education, Latin

America by Alfonso Torres Carrillo
Early Influences and History. Paulo Freire was trained as a lawyer at the
University of Recife in northeast Brazil in the 1940s. While a student he was a social
activist as a member of the Catholic Action movement. The radical group was “more
preoccupied with the concept of society and social change, and acutely aware of the
conditions of poverty and hunger in the Northeast” (Jeria, 1986, p. 13). He worked
as a labour union lawyer among the poor and became interested in literacy training.
Freire gave up his legal career in 1946 and began to work with a social service
agency for the state of Pernambuco. Because of his literacy background, he was
responsible for the literacy programs for the rural poor and industrial workers. He
resigned his literacy post in 1959 and accepted an appointment on the faculty of the
University of Recife. As a professor of education, he continued literacy work with the
poor, involving his students in field projects. During this period Freire began to
conduct many discussions with the masses, and also to refine his literacy
techniques. There was emphasis given to the use of visual aids in dramatically
depicting the relationship of literacy to social issues. Eventually, the use of visuals
became the pivotal technique in his literacy work.
By the early 1960s, Freire’s literacy work was becoming well known and very
successful. In one Brazilian city, 300 workers learned to read and write in forty-five
days. In 1963, the literacy programs were expanded nationwide, and programs were
established in each state capitol (Elias, 1976). By 1964, a master plan was under
development to train thousands of literacy workers to conduct a national campaign
for 20 million illiterates.
Freire’s literacy leadership was abruptly terminated in April 1964. A military

coup toppled the Goulart government from power and enacted new laws for political
reform. The new laws were oppressive and singled out hundreds of former
government leaders, who were branded as subversives and forced to leave the
country. Paulo Freire was arrested and charged with “spreading foreign ideas
throughout the country” (Jeria, 1986, p. 406). He was jailed for seventy-five days and
given an intensive interrogation for eighty-three hours. While in jail, Freire wrote
about his experiences in literacy work and began to define his radical philosophy of
education.
After leaving Brazil in exile, he spent brief periods in Bolivia and Chile. While
he was living in Chile, he assisted in literacy in connection with land reform. During
this time, he also wrote his first book – EducaÇao Como Pratica da Liberdade. His
work was beginning to receive international attention when he was invited to lecture
at Harvard University. From there he joined the World Council of Churches in 1971.
After nine years of writing, lecturing, and consulting throughout the world,
Freire was granted the right to return to Brazil in 1980. He was appointed Secretary
of Education in 1988 in the mayoral election of a socialist candidate in Sao Paulo,
one of Brazil’s largest cities. He came close to being appointed Minister of Education,
a national office, when supporting a political candidate for president in 1990, but Lula
da Silva lost the election (Bell et al., 1990).
Social Change Orientation. What was later labelled as “popular education”

emerged in Latin America in the 1960s under the influence of the philosophy of Paulo
Freire. It is directly related to the concept of “populism” – a political philosophy related
to the needs of the common people and advocating a more equitable distribution of
wealth and power. There is no universally agreed upon definition of popular
education. But there seem to be several characteristics that define it as a distinctive
type of educational-social movement. Hamilton and Cunningham (1989) provide four
characterizations of popular education: “(1) horizontal relationships between
facilitators and participants, (2) response to a need expressed by an organized
group, (3) group involvement in planning the training and political action, (4)
acknowledgement that the community is the source of knowledge” (p. 443). The
fourth characteristic is the critical element that will separate popular education from
formal education, non-formal education, informal education, and community
development. Popular education is not a reformist movement; its goal is to transform
society by starting with the individual.
The broader goal of social change is reflected in a variety of foci, methods,

and approaches of popular education. Some are the human rights movement,
workers’ struggles, and women’s issues. Some have evolved in relation to ecological
movements and the issues of landlessness. There are several emerging trends in
popular education. A brief description of some popular education experiments
(Prajuli, 1996) may include the Chipko project in India, where there has been a drive
to save the forest and environmental resources. As a part of this project, people are
gaining knowledge and raising levels of consciousness about the delicate balance
between humans and the ecology. Local people have reclaimed indigenous
knowledge and are acting on it, as juxtaposed to modern science and technology.
The Folk Development School Movement and Study Circles in Sweden and
Denmark are increasingly being linked to workers’ and citizens’ movements
(Paulston, 1979). Likewise, many community education programs in England are
becoming a part of the workers’ movements (Lovett, 1983). In Nicaragua, popular
education is a part of the national mobilization of reconstruction, linking it with
citizens’ collectives, trade unions, and religious organizations (James, 1983).
A community-based literacy project in San Francisco Bay area of California is

an example of a movement for ethnic and minority empowerment. The project
provides a critical educational approach with lessons on racism and discrimination,
the arms race, and citizens’ rights (James, 1983). In Latin American countries, local
groups have organized and used various forms of critical approaches – from literacy
to dramatization in theatres to participatory research tactics. Oliver (1987) reports
that there was consensus among adult educators at the World Assembly of Adult
Education, held in Buenos Aires in 1985, to develop a plan of action for the linking
of “adult civic education” with popular education.
COMPRENSIÓN LECTORA.
Ejercitación.
 Busque en el texto tres adjetivos que describan el trabajo de

alfabetización de Freire.
1. ……………………………
2. ……………………………
3. ……………………………
 Busque en el texto un verbo, tres sustantivos y cuatro adjetivos

relacionados con la denominada “educación popular”
…………………………… ……………………………….
…………………………… ………………………………..
…………………………… ……………………………….
…………………………… ………………………………..
 Lea el texto nuevamente para identificar fragmentos donde haya:
 Diálogo
 Descripción
 Narración
 Explicación
 Argumentación
 Según la predominancia de secuencias textuales ¿Qué tipo textual

corresponde a este texto? ¿Es un texto informativo de trama descriptiva,
narrativa, argumentativa, expositiva, dialogado o una combinación de
alguno de éstos? Justifique.
………………………………………………………………………………………………
………………………………………………………………………………………………..
 Identifique las siguientes partes e indique dónde se encuentran en el texto:
 Trayectoria profesional de Paulo Freire.

 El trabajo de alfabetización de Freire.
 Motivos por los cuales se interrumpe su tarea de alfabetización.
 Su exilio.
 La educación popular como manifiesto de un cambio social general en
Latinoamérica en los años ´60.
 Principios básicos de la educación popular.
 Diferentes acercamientos y movimientos en pos de la educación popular.
 Teniendo en cuanta las siguientes preguntas sintetice el texto en no más de

10 renglones.
a) ¿Cuál es el objeto problemático que plantea Freire?

b) ¿Cuáles son los problemas a resolver?
c) ¿Qué razones se esgrimen para plantear ese problema?
d) ¿A qué conclusión se llega?
………………………………………………………………………………………………
………………………………………………………………………………………………

………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
Un texto expositivo descriptivo es aquel que presenta el significado o concepto

de algún tema. Tiene como fin el hecho de informar de manera objetiva sobre
algo sin que prevalezca el punto de vista de quien lo está escribiendo. Se pone
especial énfasis en los detalles y en las definiciones. Se trata de dar una
visión de un objeto, una persona o un hecho lo más adecuada posible a la
realidad.
Existen distintos tipos de dificultades en lo que se refiere al texto expositivo:
 Texto expositivo divulgativo: se da cuando el tema que se toca es un

tema de interés general para el público, que no tiene información sobre el
mismo. El objetivo que se tiene es el de enseñar y el de ser un texto
didáctico en general.
 Texto expositivo técnico o específico: En él se cuentan conocimientos
más especiales sobre un tema, porque se entienden que la persona que lo
va a leer ya cuenta con una información previa, por eso se utilizan
palabras más técnicas o particulares.
Los textos expositivos suelen estar relacionados con los trabajos de investigación,
las tesis, monografías, artículos, conferencias o ensayos entre otros.
COMPRENSIÓN GRAMATICAL.
 Busque ejemplos en el texto de los siguientes tiempos verbales e

indique el uso que corresponde a cada ejemplo.

Tense Example Use
Simple Present
Present
Continuous
Present Perfect
Simple Past
Past Continuous
Simple Future
Los verbos modales van seguidos de un verbo lexical o principal en su forma

infinitiva sin “to”, a excepción de los verbos llamados “semimodales”, tal es el caso
de “has/have to, need to, be able to”. La elección de un verbo modal en particular
nos permite expresar distintos significados y funciones, haciendo referencia al
tiempo presente, pasado o futuro, según corresponda, tanto en voz activa como
pasiva, en un registro formal como informal.
Los verbos modales tienen características distintivas respecto de otros verbos en
inglés:
Nunca se les agrega los sufijos: -S; -ING o –ED
Entre los distintos verbos modales en inglés podemos mencionar: must, should,
ought to, can, may, could, might, would, etc.
Como se señaló previamente, estos verbos expresan distintas actitudes o
intenciones del hablante y se agregan al significado del verbo principal.
MUST y HAVE TO se usan para expresar obligación
SHOULD indica un consejo, recomendación o sugerencia.
CAN puede expresar habilidad, capacidad, posibilidad, permiso, en su forma
interrogativa una solicitud, en su forma negativa(can´t/cannot) inhabilidad,
incapacidad o imposibilidad
CAN y MAY tienen las mismas funciones excepto que MAY NO expresa capacidad
o habilidad
COULD indica habilidad o capacidad pasada, posibilidad más remota, solicitud
amable y permiso.
MIGHT posibilidad remota, condicional o sugerencia

 En la oración: “A brief description of some popular education experiments
(Prajuli, 1996) may include the Chipko project in India.”, ¿qué expresa el
verbo modal MAY?
o Posibilidad/Probabilidad
o Obligación
o Sugerencia
La voz pasiva es una forma verbal que se utiliza cuando el sujeto recibe la
acción del verbo. La VP puede usarse cuando esa acción es más importante
que el agente (quien la realiza) por ejemplo en el caso de instrucciones,
procesos, informes, títulos, etc. Su estructura se forma con el verbo TO BE
(conjugado en el tiempo que corresponda) + PASADO PARTICIPIO del
verbo principal. Recuerden que el pasado participio tiene terminación –ED
en los verbos regulares. De lo contrario es un verbo irregular, el pasado
participio no presentará esa terminación y lo encuentran en la tercera
columna de la tabla de los verbos irregulares.
Ejemplo de voz pasiva en el texto es la oración que expresa:
“He was appointed Secretary of Education in 1988.”
La voz pasiva impersonal es una estructura muy común:
Verbo TO BE + pasado participio + infinitivo (to-inf)
Por ejemplo:
Teachers were asked to develop a community-based literacy project.
Cuando lo transferimos al español, utilizamos el “se”
Se pidió los docentes que desarrollaran un proyecto de alfabetización

comunitario.
En español la pasiva con “se” está formada por el pronombre de tercera

persona se seguido de un verbo en voz activa en tercera persona del singular
o del plural:
Se necesita docente
Se necesitan docentes.
El sujeto de la pasiva con “se” también puede ser una proposición de

infinitivo:

Se buscará analizar el proyecto presentado.
 Observe la siguiente oración extraída del texto y preste especial atención a la

parte subrayada. Responda las siguientes preguntas:
He was appointed Secretary of Education in 1988 in the mayoral election of a

socialist candidate in Sao Paulo.
 ¿Quién nombró a Paulo Freire Secretario de Educación en 1988?
………………………………………………………………………………………………
 ¿Dónde se encuentra el foco de la información: en Freire o en el cargo que

le otorgaron?
………………………………………………………………………………………………
………………………………………………………………………………………………
 Elija la opción correcta:
a) El agente del verbo es el responsable de ejecutar la acción, está

mencionado explícitamente.
b) El sujeto de la oración ejecuta la acción expresada.
c) El tiempo verbal de esta oración es el presente.
d) La frase verbal está formada por el verbo “SER” + el participio pasado de
un verbo.
e) El verbo “SER” es el que se conjuga en cualquiera de los tiempos
verbales.
 Ahora me gustaría que ud. busque en el texto otros ejemplos de oraciones

que contengan voz pasiva. Especifique si el complemento agente se
menciona y por qué se utiliza la voz pasiva .
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
…………………………………………………………………………………………….

VOCABULARIO.
 Busque un equivalente en español para las siguientes expresiones:
 A social service agency

 literacy work
 a distinctive type of educational-social movement.
 The Folk Development School Movement
 A community-based literacy project
TEXT 2
PAULO FREIRE: CHAPTER 2. PEDAGOGY OF THE

OPPRESSED
This reading is from: PEDAGOGY OF THE OPPRESSED by Paulo Freire.

New York: Continuum Books, 1993.
CHAPTER 2
[First part]
A careful analysis of the teacher-student relationship at any level, inside or outside

the school, reveals its fundamentally narrative character. This relationship involves
a narrating Subject (the teacher) and patient listening objects (the students). The
contents, whether values or empirical dimensions of reality, tend in the process of
being narrated to become lifeless and petrified. Education is suffering from narration
sickness.
The teacher talks about reality as if it were motionless, static, compartmentalized,

and predictable. Or else he expounds on a topic completely alien to the existential

experience of the students. His task is to "fill" the students with the contents of his
narration -- contents which are detached from reality, disconnected from the totality
that engendered them and could give them significance. Words are emptied of their
concreteness and become a hollow, alienated, and alienating verbosity.
The outstanding characteristic of this narrative education, then, is the sonority of

words, not their transforming power. "Four times four is sixteen; the capital of Para
is Belem." The student records, memorizes, and repeats these phrases without
perceiving what four times four really means, or realizing the true significance of
"capital" in the affirmation "the capital of Para is Belem," that is, what Belem means
for Para and what Para means for Brazil.
Narration (with the teacher as narrator) leads the students to memorize mechanically
the narrated account. Worse yet, it turns them into "containers," into "receptacles" to
be "filled" by the teachers. The more completely she fills the receptacles, the better
a teacher she is. The more meekly the receptacles permit themselves to be filled,
the better students they are.
Education thus becomes an act of depositing, in which the students are the
depositories and the teacher is the depositor. Instead of communicating, the teacher
issues communiques and makes deposits which the students patiently receive,
memorize, and repeat. This is the "banking' concept of education, in which the scope
of action allowed to the students extends only as far as receiving, filing, and storing
the deposits. They do, it is true, have the opportunity to become collectors or
cataloguers of the things they store. But in the last analysis, it is the people
themselves who are filed away through the lack of creativity, transformation, and
knowledge in this (at best) misguided system. For apart from inquiry, apart from the
praxis, individuals cannot be truly human. Knowledge emerges only through
invention and re-invention, through the restless, impatient continuing, hopeful inquiry
human beings pursue in the world, with the world, and with each other.
In the banking concept of education, knowledge is a gift bestowed by those who

consider themselves knowledgeable upon those whom they consider to know
nothing. Projecting an absolute ignorance onto others, a characteristic of the
ideology of oppression, negates education and knowledge as processes of inquiry.
The teacher presents himself to his students as their necessary opposite; by
considering their ignorance absolute, he justifies his own existence. The students,
alienated like the slave in the Hegelian dialectic, accept their ignorance as justifying
the teachers´ existence -- but unlike the slave, they never discover that they educate
the teacher.
The raison d'etre of libertarian education, on the other hand, lies in its drive towards
reconciliation. Education must begin with the solution of the teacher-student
contradiction, by reconciling the poles of the contradiction so that both are
simultaneously teachers and students.

This solution is not (nor can it be) found in the banking concept. On the contrary,
banking education maintains and even stimulates the contradiction through the
following attitudes and practices, which mirror oppressive society as a whole:
a. the teacher teaches and the students are taught;

b. the teacher knows everything and the students know nothing;
c. the teacher thinks and the students are thought about;
d. the teacher talks and the students listen -- meekly;
e. the teacher disciplines and the students are disciplined;
f. the teacher chooses and enforces his choice, and the students comply;
g. the teacher acts and the students have the illusion of acting through the
action of the teacher;
h. the teacher chooses the program content, and the students (who were not
consulted) adapt to it;
i. the teacher confuses the authority of knowledge with his or her own
professional authority, which she and he sets in opposition to the freedom of
the students;
j. the teacher is the Subject of the learning process, while the pupils are mere
objects.
It is not surprising that the banking concept of education regards men as adaptable,
manageable beings. The more students work at storing the deposits entrusted to
them, the less they develop the critical consciousness which would result from their
intervention in the world as transformers of that world. The more completely they
accept the passive role imposed on them, the more they tend simply to adapt to the
world as it is and to the fragmented view of reality deposited in them.
 Responda las siguientes preguntas en español.
1- ¿En qué consiste la enseñanza narrativa?
2. ¿Qué relación hay entre la realidad del estudiante y los contenidos que enseña
el docente?
3. ¿Cuál es la característica principal de la educación narrativa?
4. ¿Qué consecuencia tiene esta característica en el aprendizaje?
5. ¿En qué consiste la educación como un depósito bancario?

6. ¿Cómo surge el conocimiento, según la visión que el autor tiene de la
educación?
7. ¿Qué postura tiene el autor sobre los siguientes aspectos?
a) Los contenidos
b) Las palabras
c) El rol docente y de los estudiantes
d) Otros aspectos que ud. desee nombrar.
COMPRENSIÓN GRAMATICAL Y LEXICAL.
Para reforzar algunos tramos del texto, el autor recurre a un tipo de

construcción comparativa:
The more…the more (comparative structure)
Se usa este tipo de expresión cuando hay una relación entre dos cosas y éstas
varían al mismo tiempo. Se traduce por "cuanto más... más....", "cuánto más....
menos", "cuanto menos.... más...." o "cuanto menos... menos". Esta expresión
se usará en oraciones con dos proposiciones y la estructura para ambas será:
The + comparative + subject + verb, + The + comparative + subject + verb
Por ejemplo:
 The more I study, the more I learn (Cuanto más estudio, más aprendo)
 The less water you drink, the worse you feel (Cuanto menos agua bebes,
peor te sientes)
 Brinde un equivalente en español de las siguientes oraciones:
 The more completely she fills the receptacles, the better a teacher she is.

_______________________________________________________________
_______________________________________________________________
 The more meekly the receptacles permit themselves to be filled, the better
students they are.
_______________________________________________________________
_______________________________________________________________
 The more students work at storing the deposits entrusted to them, the less
they develop the critical conscientiousness which would result from their
intervention in the world as transformers of that world.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
 The more completely they accept the passive role imposed on them, the
more they tend simply to adapt to the world as it is and to the fragmented
view of reality deposited in them.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
 Complete los espacios en blanco con su correspondiente equivalente en

español.
 This relationship involves a narrating Subject (the teacher) and patient

listening objects (the students).
Esta relación supone la presencia de un……………. (el docente) y de

…………(los estudiantes)
 The contents, whether values or empirical dimensions of reality, tend in the

process of being narrated to become lifeless and petrified.
Los contenidos, ya sean los valores o la dimensión empírica de la realidad,

tienden, en el proceso de………….narrados, a volverse inertes y petrificarse.
 Education is suffering from narration sickness.

La educación está…………….de la enfermedad de la narración.
 Words are emptied of their concreteness and become a hollow, alienated,

and alienating verbosity.
Las palabras son vaciadas de su carácter concreto y se convierten en una

verbosidad hueca, alienada y……………….
 The outstanding characteristic of this narrative education, then, is the sonority

of words, not their transforming power. "Four times four is sixteen; the capital
of Para is Belem."
La característica………………..de esta educación de carácter narrativo es,

entonces, la sonoridad de las palabras, no su………………… “Cuatro por cuatro
dieciséis; la capital de Para es Belén”
 The student records, memorizes, and repeats these phrases without

perceiving what four times four really means, or realizing the true significance
of "capital" in the affirmation "the capital of Para is Belem," that is, what Belem
means for Para and what Para means for Brazil.
El estudiante registra, memoriza y repite estas frases sin……………… lo que

cuatro por cuatro realmente significa o sin……………… del verdadero
significado de "capital" en la afirmación “la capital de Pará es Belén”; es decir,
qué significa Belén y qué significa Pará para Brasil.
 This is the "banking' concept of education, in which the scope of action

allowed to the students extends only as far as receiving, filing, and storing the
deposits.
Esta es la concepción bancaria de la educación, en la cual el campo de acción

que se le permite a los estudiantes se extiende solo a…………………,
……………………. y ………………………… los depósitos.
 Knowledge emerges only through invention and re-invention, through the

restless, impatient continuing, hopeful inquiry human beings pursue in the
world, with the world, and with each other.
El conocimiento surge no solo de la invención y reinvención, mediante la

incansable, impaciente………………. , y esperanzada búsqueda que los seres
humanos persiguen en este mundo, con el mundo y entre sí.

Una de las formas de inferir significados es utilizar el conocimiento de un
mecanismo del lenguaje denominado “derivación”. Este consiste en el
agregado de terminaciones (sufijos) a una raíz o base de una palabra.
También la derivación se produce por el agregado de prefijos al comienzo de
esta base. Por ejemplo, en el texto aparece la palabra relationship. Preste
atención a la parte resaltada. Si descomponemos la palabra, veremos que la
terminación –SHIP corresponde a una sufijación que nos lleva a deducir que
se trata de un sustantivo.
La terminación de una palabra y la ubicación en la oración nos permiten

identificar la categoría gramatical de la misma. Existen palabras que se
escriben igual pero ocupan lugares diferentes en la oración y generalmente
tienen significados distintos.
No es lo mismo decir the house key que the key house, la llave de la casa y
la casa clave o principal.
 Le propongo buscar en el texto tres terminaciones diferentes que nos permitan

identificar la categoría gramatical sustantiva.
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
En el cuadernillo de temas gramaticales hemos visto como se forman los plurales

de los sustantivos. Lea atentamente las reglas y busque dos sustantivos plurales
en el texto.
 Busque dos sustantivos plural.
…………………………….
…………………………….
Las palabras compuestas son unidades léxicas compuestas por la unión de dos
o más palabras. Dichas palabras pueden estar unidas por un guión, o escritas
como un solo vocablo, o sin guiones.

El significado puede inferirse al interpretar cada uno de los términos por
separado. En las palabras compuestas que presentan el núcleo en su posición
final, debe hacerse una lectura al español de los elementos constituyentes de
derecha a izquierda. Por ejemplo: banking concept/ concepto bancario. De lo
contrario, si la palabra inicial del compuesto es un número o una medida, la
interpretación al español seguirá el orden inverso, es decir, de izquierda a
derecha. Por ejemplo: single-stage/ una sola etapa.
Estas palabras compuestas pueden estar integradas por:
 Sustativo + sustantivo : colour pattern

 Adjectivo + sustantivo: random pattern
 Presente participio(-ing) + sustantivo: flowing machine
 Verbo + preposición: check-out
 Sustantivo + frase preposicional: mother-in-law
 Preposición + sustantivo: underworld
 Sustantivo + adjetivo: cone-shaped.
 Adjective / Adverb / Noun + Present Participle (-ING): good-looking; never-
ending; time-saving
 Adjective / Adverb + Past Participle: middle-aged; well-educated.
Es importante que tengan en consideración las siguientes pautas para su

correspondiente pasaje al español.
 Inserción de preposición: learning process/ proceso de aprendizaje

 Inserción de cláusula relativa: information containing lists/ listas que
contienen información
 Inserción de participio pasado: steelwork/trabajo hecho de acero/ en acero
Inserción de idea de propósito o finalidad: footbridge/ (puente para cruzar a pie

o peatonal)
 Traduzca al español las siguientes palabras compuestas:
 teacher-student relationship.
 narration sickness.
 program content.
Las preposiciones son importantes pues tienen funciones gramaticales diferentes

y expresan diversas relaciones semánticas.

Desde el punto de vista gramatical se reconocen porque suelen ir delante de una
frase nominal, por ejemplo:
on a topic completely alien.
Además, pueden formar expresiones fijas mediante la unión de dos preposiciones,

por ejemplo:
Freire is considered along with other important personalities a founding member

of the Worker´s party.
Desde el punto de vista semántico, pueden expresar una variedad de significados,

por ejemplo:
Around 7.2% of the population of Brazil are illiterate.
A society organized around the most powerful.
He lives around this area.
 Lea los siguientes fragmentos y tradúzcalos al español teniendo en cuenta

las preposiciones que aparecen en ellos.
 The contents, whether values or empirical dimensions of reality, tend in the

process of being narrated to become lifeless and petrified. Education is
suffering from narration sickness.
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 Knowledge emerges only through invention and re-invention, through the

restless, impatient continuing, hopeful inquiry human beings pursue in the
world, with the world, and with each other.
...............................................................................................................................
...............................................................................................................................
...............................................................................................................................

Verbos con partículas o verbos preposicionales/adverbiales.
Estas frases verbales como carry out, work for, break off, come across tienen dos o
tres partes y tienen generalmente dos significados: uno figurado y otro literal. Se
conocen como phrasal verbs, prepositional verbs or phrasal- prepositional verbs,
conforme a la categoría gramatical las partículas que acompañan al verbo principal.
¿Cómo se forman?
 Un verbo + una preposición (dependo on, agree with, thank for, etc)
 Un verbo + un adverbio (get along, come across, find out, etc)
 Un verbo + adverbio + una preposición (look up with, run out of, etc)
 Le propongo analizar algunos de ellos y dar su equivalente en español.
 The teacher talks about reality…

 …are filed away through the lack of creativity.
 …it turns them into "containers”…
Los conectores son palabras o frases que establecen diversas relaciones de

significados entre las ideas que vinculan. Es decir, son elementos lingüísticos que
enlazan las distintas partes de un texto y especifican cómo lo que sigue está
sistemáticamente conectado con lo anterior Los que indican CONTRASTE son
utilizados para marcar las diferencias entre dos ideas o conceptos (apariencia,
funcionamiento, efectos etc). Generalmente, el contarste en inglés es introducida
por: but, although, even though, in spite of, despite, however, yet, while,
whereas, nevertheless.
 Lea las siguientes oraciones y exprese las ideas que cada conector
relaciona.
“The students, alienated like the slave in the Hegelian dialectic, accept their
ignorance as justifying the teachers´ existence -- but unlike the slave, they never
discover that they educate the teacher.”
Concepto 1:_________________________________________________
Concepto 2:_________________________________________________
“Instead of communicating, the teacher issues communiqués and makes deposits

which the students patiently receive, memorize and repeat.
Concepto 1:_________________________________________________
Concepto 2:_________________________________________________
“The teacher is the subject of the learning process, while the pupils are mere
objects.
Concepto 1:_________________________________________________
Concepto 2:_________________________________________________
Entre los conectores que indican RESULTADO o CONSECUENCIA se encuentran:

thus, therefore, in consequence, consequently, for this reason, hense, that´s
why, entre otros.
 Busque en el texto un conector que indique consecuencia o resultado y

analice las ideas conectadas.
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Entre los conectores que indican causa o razón: as, since, because,
for, the reason why, the reason for, due to, owing, to, etc.
 Busque en el texto un conector que indique causa y analice las ideas

conectadas.
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Entre los conectores que indican adición: and, also, besides,
moreover, furthermore, what is more, in addition, as well as, too, etc
 Busque en el texto un conector que indique adición y analice las ideas

conectadas.
………………………………………………………………………………………
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La frase sustantiva es un conjunto de palabras unidas, cuyo núcleo es un

sustantivo al cual generalmente se le anteponen uno o más modificadores.
Su estructura:
Determinante + Premodificador + núcleo + postmodificador
careful analysis
m1 n
En este caso el modificador es un adjetivo. También podemos encontrar

sustantivos como modificadores:
program content
m1 n
En español la FN se expresa en la secuencia n+m; es decir los modificadores

generalmente se mencionan a continuación del núcleo.
A menudo los grupos nominales suelen tener posmodificadores. Éstos se
unen al núcleo a través de una preposición, por ejemplo “of”, de la siguiente
manera:
the "banking' concept of education
n
El grupo nominal puede estar constituido por dos categorías diferentes de
palabras:
a) Los determinativos
Determinantes: artículos (a/an, the), demostrativos (this, that, these, those) y
posesivos (my, your, his, her, its, our, their)

Cuantificadores: cardinales, ordinales, fraccionarios, multiplicativos,
distributivos indefinidos, exclamativos e interrogativos (some, any, few, little,
more, much, any, every, many, one, two, three, first, second, third,etc)
b) Las expansiones del núcleo: adjetivos calificativos, sustantivos,
adverbios+sustantivos, genitvo (´s), frases preposicionales, participios
pasados o participios presentes(-ed/-ing)
¿Cómo interpretar las frases sustantivas?
 Observe los siguientes ejemplos:
1. a careful analysis
2. a careful compartmentalized analysis
3. an analysis of education in which no elements are consistent.
Para poder interpretar estas frases es necesario reconocer el núcleo primero y luego
sus modificadores.
En el ejemplo 1, el sustantivo analysis es el núcleo de la frase y está premodificado

por el adjetivo careful y el artículo a, como derminador un análisis cuidadoso. La
interpretación sería: un análisis cuidadoso.
En el ejemplo 2, el sustantivo núcleo es analysis. Los adjetivos careful y

compartmentalized lo premodifican y el artículo a es el determinador. La frase se
interpreta: un análisis cuidadoso y compartimentado.
En el último ejemplo, el núcleo es analysis; a es el determinador y tiene un post

modificador introducido por la preposición of. Esta frase se puede interpretar de la
siguiente manera: un análisis de la educación en el cual ningún elemento es
consistente.
 Lea la siguiente frase:

A recent theory of Mike Lewis from the School of Education at King´s College, London.
Para lograr una buena interpretación de la frase nominal tenemos que:
1. determinar el núcleo,
A recent theory of Mike Lewis from the School of Education at King´s College,
London.
2. identificar el determinador ya que es la palabra que se interpreta primero.
A recent theory
3. interpretar el determinador, luego el núcleo y sus modificadores directos.
A recent theory (Una teoría reciente)
La traducción sería: Una teoría reciente de Mike Lewis de la Facultad de Cs de la

Educación del King´s College.
En inglés, por ejemplo, cuando se usa el plural, las frases nominales no llevan
determinadores. Al momento de trasladar la frase al español, hay que agregarlo.
Great thinkers have practical goals in mind. (Los grandes pensadores tienen objetivos
prácticos en mente.)
Interpretación de los sustantivos como pre-modificadores.
En algunas frases nominales, podemos encontrar sustantivos que se ubican delante del
sustantivo núcleo y funcionan como pre modificadores.
Education theory (teoría de la educación. Fíjese como al pasar la frase al español, se debe
agregar la preposición de y el artículo definido la)
Cuando hay más de dos sustantivos como pre-modificadores, la interpretación al

español se obtiene invirtiendo el orden e interpretando al núcleo primero
Interpretación del caso genitivo (Posesivo)
El caso genitivo como pre-modificador se interpreta de la siguiente manera:

1. Determinamos el núcleo. La frase en general tiene la estructura sustantivo +´s +
sustantivo
2. Interpretamos el determinante y luego el núcleo.
3. Coloque la preposición de /del
4. Indicamos la persona o cosa de la que se está hablando.
5. Seguir interpretando el resto de los modificadores
the thinker 's influence (la influencia del pensador)
Los posmodificadores del núcleo
El núcleo de la frase nominal puede ser posmodificado por alguna de las siguientes
construcciones:
 participios verbales (-ed/-ing):
a teacher dedicated to the advancement of new education theories. (Una docente

dedicada al avance de nuevas teorías de educación)
 sintagma preposicional:
International Journal of Cognitive Education. (Revista Internacional sobre Educación

Cognitiva)
 proposición subordinada adjetiva:
Key theories that show how optimal resources are essential to providing
quality education (Teorías clave que muestran cómo los recursos óptimos son
esenciales para proporcionar una educación de calidad)

 ¿Cuál es el significado de las siguientes frases en español? ¿Cuál es el
núcleo de la frase y sus modificadores?
 patient listening objects

 empirical dimensions of reality
 "receptacles" to be "filled" by the teachers.
 the illusion of acting through the action of the teacher
El caso genitivo o posesivo.
Otros modificadores del núcleo de la frase sustantiva es el genitivo, utilizado para

expresar posesión. Se expresa:
Poseedor + apóstrofo + s + cosa poseída
Por ejemplo:
the teachers´ existence
El núcleo de la frase sustantiva es la cosa poseída, en este caso nos referimos a la

existencia de los docentes. Fíjense que solo se indica la posesión con un apóstrofo
pues se trata de un sustantivo plural.
La derivación junto con la composición, son procedimientos que se usan para

crear nuevas palabras; por ejemplo, la palabra radical, tiene el sufijo-AL al que
nos lleva pensar en una categoría gramatical adjetiva.
 Le propongo seleccionar del texto diferentes derivaciones adjetivas.
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Flexión-ED: Función adjetiva:
El participio pasado (-ED) puede funcionar como adjetivo y por lo tanto

modificar a un sustantivo, se lo puede identificar en las siguientes posiciones:
 Antes de un sustantivo:
the fragmented view
 Después de un sustantivo:
The students alienated
 Después del verbo be:
Words are empitied….
 Busque en el texto oraciones que contengan palabras terminadas en –

ED con función adjetiva y tradúzcalas al español.
………………………………………………………………………………………
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La forma –ING puede cumplir diferentes funciones (sustantivo, adjetivo,

verbo o adverbio) y por lo tanto se interpretará de diversas maneras según la
función que cumpla. Si funciona como ADJETIVO, modifica a un sustantivo.
En la oración se la puede identificar en las siguientes posiciones en relación
con el sustantivo al cual modifica:
 Antes de un sustantivo
outstanding characteristic

 Después de un sustantivo
Teachers seeking to recreate a convincing representation of the world.
Es importante destacar que al pasar al español el adjetivo con terminación –

ING, debemos hacer de la siguiente manera: que + verbo conjugado. En este
ejemplo sería: Los docentes que buscan recrear una representación
convincente del mundo.
Si la forma –ING está en posición inicial (como sujeto de la oración) o si la

encontramos después de una preposición (of), en ambos casos tiene función
NOMINAL y en español el equivalente de esta palabra puede ser un infinitivo
(los infinitivos son formas verbales no conjugadas terminadas en –ar-er-ir) o
un sustantivo.
the act of depositing (el acto de depositar)
Subject Predicate
Projecting an absolute ignorance onto others // is a characteristic of the

ideology of oppression (Proyectar/La proyección de una ignorancia absoluta
hacia los demás es una característica de la ideología de la opresión)
En español los infinitivos pueden funcionar como sustantivos.
Si la función es VERBAL, se trata de un verbo conjugado. La forma –ING está

antecedida por el verbo TO BE (en cualquiera de sus conjugaciones)
To be + -ing
Teachers are working hard these days. (ESTAR + -ando/-yendo/-iendo)
 Determine la función de la forma –ING en los ejemplos extraídos del texto y

dé un equivalente en español del fragmento subrayado.

 Narrating subject
 Listening object
 …without perceiving what four times four really means.
 An act of depositing
 The banking concept of education
 Seleccione en el texto otras oraciones que contengan palabras con

terminación -ING ) que funcionen como sustantivos.
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[Second part]
The capability of banking education to minimize or annul the student's creative power
and to stimulate their credulity serves the interests of the oppressors, who care
neither to have the world revealed nor to see it transformed. The oppressors use
their "humanitarianism" to preserve a profitable situation. Thus they react almost
instinctively against any experiment in education which stimulates the critical
faculties and is not content with a partial view of reality always seeks out the ties
which link one point to another and one problem to another.
Indeed, the interests of the oppressors lie in "changing the consciousness of the
oppressed, not the situation which oppresses them," (1) for the more the oppressed
can be led to adapt to that situation, the more easily they can be dominated. To
achieve this the oppressors use the banking concept of education in conjunction with
a paternalistic social action apparatus, within which the oppressed receive the
euphemistic title of "welfare recipients." They are treated as individual cases, as
marginal persons who deviate from the general configuration of a "good, organized
and just" society. The oppressed are regarded as the pathology of the healthy
society which must therefore adjust these "incompetent and lazy" folk to its own
patterns by changing their mentality. These marginals need to be "integrated,"
"incorporated" into the healthy society that they have "forsaken."
The truth is, however, that the oppressed are not "marginals," are not living "outside"
society. They have always been "inside" the structure which made them "beings for
others." The solution is not to 'integrate" them into the structure of oppression, but to
transform that structure so that they can become "beings for themselves." Such
transformation, of course, would undermine the oppressors' purposes; hence their

utilization of the banking concept of education to avoid the threat of student
conscientizacao.
The banking approach to adult education, for example, will never propose to
students that they critically consider reality. It will deal instead with such vital
questions as whether Roger gave green grass to the goat, and insist upon the
importance of learning that, on the contrary, Roger gave green grass to the rabbit.
The "humanism" of the banking approach masks the effort to turn women and men
into automatons -- the very negation of their ontological vocation to be more fully
human.
Those who use the banking approach, knowingly or unknowingly (for there are
innumerable well-intentioned bank-clerk teachers who do not realize that they are
serving only to dehumanize), fail to perceive that the deposits themselves contain
contradictions about reality. But sooner or later, these contradictions may lead
formerly passive students to turn against their domestication and the attempt to
domesticate reality. They may discover through existential experience that their
present way of life is irreconcilable with their vocation to become fully human. They
may perceive through their relations with reality that reality is really a process,
undergoing constant transformation. If men and women are searchers and their
ontological vocation is humanization, sooner or later they may perceive the
contradiction in which banking education seeks to maintain them, and then engage
themselves in the struggle for their liberation.
But the humanist revolutionary educator cannot wait for this possibility to materialize.
From the outset, her efforts must coincide with those of the students to engage in
critical thinking and the quest for mutual humanization. His efforts must be imbued
with a profound trust in people and their creative power. To achieve this, they must
be partners of the students in their relations with them.
The banking concept does not admit to such partnership -- and necessarily so. To
resolve the teacher-student contradiction, to exchange the role of depositor,
prescriber, domesticator, for the role of student among students would be to
undermine the power of oppression and serve the cause of liberation.
Implicit in the banking concept is the assumption of a dichotomy between human

beings and the world: a person is merely in the world, not with the world or with
others; the individual is spectator, not re-creator. In this view, the person is not a
conscious being (corpo consciente); he or she is rather the possessor of a
consciousness: an empty "mind" passively open to the reception of deposits of reality
from the world outside. For example, my desk, my books, my coffee cup, all the
objects before me, -- as bits of the world which surround me -- would be "inside" me,
exactly as I am inside my study right now. This view makes no distinction between
being accessible to consciousness and entering consciousness. The distinction,

however, is essential: the objects which surround me are simply accessible to my
consciousness, not located within it. I am aware of them, but they are not inside me.
It follows logically from the banking notion of consciousness that the educator's role
is to regulate the way the world "enters into" the students. The teacher's task is to
organize a process which already occurs spontaneously, to "fill" the students by
making deposits of information which he of she considers to constitute true
knowledge. (2) And since people "receive" the world as passive entities, education
should make them more passive still, and adapt them to the world. The educated
individual is the adapted person, because she or he is better 'fit" for the world.
Translated into practice, this concept is well suited for the purposes of the
oppressors, whose tranquility rests on how well people fit the world the oppressors
have created and how little they question it.
This concept corresponds to what Sartre calls the 'digestive' or 'nutritive' in which
knowledge is 'fed' by the teacher to the students to "fill them out." See Jean-Paul
Sartre, 'Une idee fundamentals de la phenomenologie de Husserl: L'intentionalite,"
Situations I (Paris, 1947).]
The more completely the majority adapt to the purposes which the dominant majority
prescribe for them (thereby depriving them of the right to their own purposes), the
more easily the minority can continue to prescribe. The theory and practice of
banking education serve this end quite efficiently. Verbalistic lessons, reading
requirements, (3) the methods for evaluating "knowledge," the distance between the
teacher and the taught, the criteria for promotion: everything in this ready-to-wear
approach serves to obviate thinking.
For example, some professors specify in their reading lists that a book should be
read from pages 10 to 15 -- and do this to 'help' their students!]
The bank-clerk educator does not realize that there is no true security in his
hypertrophied role, that one must seek to live with others in solidarity. One cannot
impose oneself, nor even merely co-exist with one's students. Solidarity requires true
communication, and the concept by which such an educator is guided fears and
proscribes communication.
Yet only through communication can human life hold meaning. The teacher's
thinking is authenticated only by the authenticity of the students' thinking. The
teacher cannot think for her students, nor can she impose her thought on them.
Authentic thinking, thinking that is concerned about reality, does not take place in
ivory tower isolation, but only in communication. If it is true that thought has meaning
only when generated by action upon the world, the subordination of students to
teachers becomes impossible.

Because banking education begins with a false understanding of men and women
as objects, it cannot promote the development of what Fromm calls "biophily," but
instead produces its opposite: "necrophily."
While life is characterized by growth in a structured functional manner, the

necrophilous person loves all that does not grow, all that is mechanical. The
necrophilous person is driven by the desire to transform the organic into the
inorganic, to approach life mechanically, as if all living persons were things. . . .
Memory, rather than experience; having, rather than being, is what counts' The
necrophilous person can relate to an object -- a flower or a person -- only if he
possesses it; hence a threat to his possession is a threat to himself, if he loses
possession he loses contact with the world. . . He loves control, and in the act of
controlling he kills life. (4)
Oppression --overwhelming control -- is necrophilic; it is nourished by love of death,

not life. The banking concept of education, which serves the interests of oppression,
is also necrophilic. Based on a mechanistic, static, naturalistic, spatialized view of
consciousness, it transforms students into receiving objects. It attempts to control
thinking and action, leads women and men to adjust to the world, and inhibits their
creative power.
When their efforts to act responsibly are frustrated, when they find themselves
unable to use their faculties, people suffer. "This suffering due to impotence is rooted
in the very fact that the human has been disturbed." (5) But the inability to act which
people's anguish also causes them to reject their impotence, by attempting
. . . .to restore [their] capacity to act. But can [they], and how? One way is to submit
to and identify with a person or group having power. By this symbolic participation in
another person's life, (men have] the illusion of acting, when in reality [they] only
submit to and become a part of those who act.
Populist manifestations perhaps best exemplify this type of behavior by the

oppressed, who, by identifying with charismatic leaders, come to feel that they
themselves are active and effective. The rebellion they express as they emerge in
the historical process is motivated by that desire to act effectively. The dominant
elites consider the remedy to be more domination and repression, carried out in the
name of freedom, order, and social peace (that is, the peace of the elites). Thus they
can condemn -- logically, from their point of view -- "the violence of a strike by
workers and [can] call upon the state in the same breath to use violence in putting
down the strike."
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. This accusation is not made in the naive hope that the
dominant elites will thereby simply abandon the practice. Its objective is to call the
attention of true humanists to the fact that they cannot use banking educational
methods in the pursuit of liberation, for they would only negate that very pursuit. Nor
may a revolutionary society inherit these methods from an oppressor society. The
revolutionary society which practices banking education is either misguided or
mistrusting of people. In either event, it is threatened by the specter of reaction.
Unfortunately, those who espouse the cause of liberation are themselves

surrounded and influenced by the climate which generates the banking concept, and
often do not perceive its true significance or its dehumanizing power. Paradoxically,
then, they utilize this same instrument of alienation in what they consider an effort to
liberate. Indeed, some "revolutionaries" brand as "innocents," "dreamers," or even
"reactionaries" those who would challenge this educational practice. But one does
not liberate people by alienating them. Authentic liberation-the process of
humanization-is not another deposit to be made in men. Liberation is a praxis: the
action and reflection of men and women upon their world in order to transform it.
Those truly committed to liberation must reject the banking concept in its entirety,
adopting instead a concept of women and men as conscious beings, and
consciousness as consciousness intent upon the world. They must abandon the
educational goal of deposit-making and replace it with the posing of the problems of
human beings in their relations with the world. "Problem-posing" education,
responding to the essence of consciousness --intentionality -- rejects communiques
and embodies communication. It epitomizes the special characteristic of
consciousness: being conscious of, not only as intent on objects but as turned in
upon itself in a Jasperian split" --consciousness as consciousness of consciousness.
1. ¿Quiénes son para el autor los opresores y qué intereses tienen?
2. ¿Son para Freire los oprimidos marginales? Justifique su respuesta.
3. ¿Cómo define el autor al educador humanista revolucionario?
4. ¿Qué dicotomía expresa el autor sobre el mundo y las personas y cómo lo

relaciona con la tarea docente?
5. ¿Cuándo ocurre la verdadera comunicación ente el estudiante y el docente?

COMPRENSIÓN GRAMATICAL.
Los adverbios en inglés son palabras que modifican un verbo, un adjetivo, u otro
adverbio. Algunos adjetivos pueden tomar la función de adverbios, agregando la
partícula –ly (equivale a la partícula –mente en español: lento – lentamente; fuerte
– fuertemente): show – slowly, loud – loudly.
Los adverbios por lo general modifican o brindan información sobre el verbo, pero
también pueden modificar a un adjetivo, a otro adverbio o a toda la oración. Cuando
modifican a un verbo, brindan información sobre cómo se realiza algo, dónde tiene
lugar determinado hecho o acción, cuándo sucede, en qué proporción (ej: entirely)
y también pueden mostrar la actitud del autor o hablante respecto de lo dicho. En
este caso modifican a toda la oración.
They react instinctively

V adv.
Simply accessible
Adv. Adj.
Quite frequently
Adv. Adv.
Indeed, the interests of the oppressors lie in "changing the consciousness of the
Adv.
oppressed.
En este caso, el adverbio Indeed se usa para dar confirmación o enfatizar y

desarrollar un argumento. Generalmente, se puede traducir en español como
ciertamente, efectivamente o de verdad.
Este adverbio de conexión se usa para avanzar en un argumento. En otras palabras,
si dices algo y quieres añadir más información para apoyar el argumento, puedes
usar indeed como un conector entre los dos pensamientos. En este sentido, se
traduce como de hecho, en efecto, es más o además.
 Le propongo que busque en el texto algunos adverbios e indiquen su tipo (modo,

tiempo, lugar, etc

Adverbio Función ¿A qué Equivalente en español
modifica?
desire to act a un verbo (act) El deseo de actuar efectivamente
effectively
Expresiones de existencia.
Para describir que algo o alguien existe, es decir el verbo haber, del español,
como verbo principal, se ocupa la expresión verbal: There + be (en el tiempo
correspondiente) + sujeto +... (Encontrando una forma para el Singular y otra para
el Plural, p/cada tiempo).
 Busque en el texto una oración que indique existencia.

……………………………………………………………………………………………
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En el cuadernillo de temas gramaticales hemos desarrollado las diferentes

formas de expresar el infinitivo y el gerundio en inglés. Le propongo identificar en
el texto ejemplos de los mismos y traducirlos al español.
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[Third Part]
Liberating education consists in acts of cognition, not transferals of information. It is

a learning situation in which the cognizable object (far from being the end of the
cognitive act) intermediates the cognitive actors -- teacher on the one hand and
students on the other. Accordingly, the practice of problem-posing education entails
at the outset that the teacher-student contradiction to be resolved. Dialogical
relations -- indispensable to the capacity of cognitive actors to cooperate in
perceiving the same cognizable object --are otherwise impossible.
Indeed problem-posing education, which breaks with the vertical characteristic of

banking education, can fulfill its function of freedom only if it can overcome the above
contradiction. 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. The teacher is no longer merely the-one-who-teaches, but one who is
himself taught in dialogue with the students, who in turn while being taught also
teach. They become jointly responsible for a process in which all grow. In this
process, arguments based on "authority" are no longer valid; in order to function
authority must be on the side of freedom, not against it. Here, no one teaches
another, nor is anyone self-taught. People teach each other, mediated by the world,
by the cognizable objects which in banking education are "owned" by the teacher.
The banking concept (with its tendency to dichotomize everything) distinguishes two
stages in the action of the educator. During the first he cognizes a cognizable object
while he prepares his lessons in his study or his laboratory; during the second, he
expounds to his students about that object. The students are not called upon to
know, but to memorize the contents narrated by the teacher. Nor do the students
practice any act of cognition, since the object towards which that act should be
directed is the property of the teacher rather than a medium evoking the critical
reflection of both teacher and students. Hence in the name of the "preservation of
and knowledge" we have a system which achieves neither true knowledge nor true
culture.
The problem-posing method does not dichotomize the activity of teacher-student:

she is not "cognitive" at one point and "narrative" at another. She is always
"cognitive," whether preparing a project or engaging in dialogue with the students.
He does not regard objects as his private property, but as the object of reflection by
himself and his students. In this way, the problem-posing educator constantly re-
forms his reflections in the reflection of the students. The students -- no longer docile
listeners -- are now--critical co-investigators in dialogue with the teacher. The
teacher presents the material to the students for their consideration, and re-
considers her earlier considerations as the students express their own. 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. Whereas banking education anesthetizes and inhibits creative
power, problem-posing education involves a constant unveiling of reality. The former
attempts to maintain the submersion of consciousness; the latter strives for the
emergence of consciousness and critical intervention in reality.
Students, as they are increasingly posed with problems relating to themselves in the
world and with the world, will feel increasingly challenged and obliged to respond to
that challenge. Because they apprehend the challenge as interrelated to other
problems within a total context not as a theoretical question, the resulting
comprehension tends to be increasingly critical and thus constantly less alienated.
Their response to the challenge evokes new challenges, followed by new
understandings; and gradually the students come to regard themselves as
committed.
Education as the practice of freedom -- as opposed to education as the practice of

domination -- denies that man is abstract, isolated, independent and unattached to
the world; it also denies that the world exists as a reality apart from people. Authentic
reflection considers neither abstract man nor the world without people, but people in
their relations with the world. In these relations consciousness and world are
simultaneous: consciousness neither precedes the world nor follows it.
La conscience et le monde sont dormes dun meme coup: exterieur par essence a la
conscience, le monde est, par essence relatif a elle.(Sartre)
In one of our culture circles in Chile, the group was discussing (based on a
codification) the anthropological concept of culture. In the midst of the discussion, a
peasant who by banking standards was completely ignorant said: "Now I see that
without man there is no world." When the educator responded: "Let's say, for the
sake of argument, that all the men on earth were to die, but that the earth remained,
together with trees, birds, animals, rivers, seas, the stars. . . wouldn't all this be a
world?" "Oh no," the peasant replied . "There would be no one to say: 'This is a
world'."
The peasant wished to express the idea that there would be lacking the
consciousness of the world which necessarily implies the world of consciousness. I
cannot exist without a non-I. In turn, the not-I depends on that existence. The world
which brings consciousness into existence becomes the world of that
consciousness. Hence, the previously cited affirmation of Sartre: "La conscience et
le monde sont dormes d'un meme coup."
As women and men, simultaneously reflecting on themselves and world, increase

the scope of their perception, they begin to direct their observations towards
previously inconspicuous phenomena:

In perception properly so-called, as an explicit awareness [Gewahren], I am turned
towards the object, to the paper, for instance. I apprehend it as being this here and
now. The apprehension is a singling out, every object having a background in
experience. Around and about the paper lie books, pencils, inkwell and so forth, and
these in a certain sense are also "perceived," perceptually there, in the "field of
intuition"; but whilst I was turned towards the paper there was no turning in their
direction, nor any apprehending of them, not even in a secondary sense. They
appeared and yet were not singled out, were posited on their own account. Every
perception of a thing has such a zone of background intuitions or background
awareness, if "intuiting" already includes the state of being turned towards, and this
also is a "conscious experience", or more briefly a "consciousness of" all indeed that
in point of fact lies in the co-perceived objective background. (10)
That which had existed objectively but had not been perceived in its deeper
implications (if indeed it was perceived at all) begins to "stand out," assuming the
character of a problem and therefore of challenge. Thus, men and women begin to
single out elements from their "background awareness" and to reflect upon them.
These elements are now objects of their consideration, and, as such, objects of their
action and cognition.
In problem-posing education, people develop their power to perceive critically the

way they exist in the world with which and in which they find themselves; they come
to see the world not as a static reality, but as a reality in process, in transformation.
Although the dialectical relations of women and men with the world exist
independently of how these relations are perceived (or whether or not they are
perceived at all), it is also true that the form of action they adopt is to a large extent
a function of how they perceive themselves in the world. Hence, the teacher-student
and the students-teachers reflect simultaneously on themselves and the world
without dichotomizing this reflection from action, and thus establish an authentic form
of thought and action.
Once again, the two educational concepts and practices under analysis come into
conflict. Banking education (for obvious reasons) attempts, by mythicizing reality, to
conceal certain facts which explain the way human beings exist in the world;
problem-posing education sets itself the task of demythologizing. Banking education
resists dialogue; problem-posing education regards dialogue as indispensable to the
act of cognition which unveils reality. Banking education treats students as objects
of assistance; problem-posing education makes them critical thinkers. Banking
education inhibits creativity and domesticates (although it cannot completely
destroy) the intentionality of consciousness by isolating consciousness from the
world, thereby denying people their ontological and historical vocation of becoming
more fully human. Problem-posing education bases itself on creativity and stimulates
true reflection and action upon reality, thereby responding to the vocation of persons
as beings only when engaged in inquiry and creative transformation. In sum: banking
theory and practice, as immobilizing and fixating forces, fail to acknowledge men
and women as historical beings; problem-posing theory and practice take the
people's historicity as their starting point.
Problem-posing education affirms men and women as beings the process of

becoming -- as unfinished, uncompleted beings in and with a likewise unfinished
reality. Indeed, in contrast to other animals who are unfinished, but not historical,
people know themselves to be unfinished; they are aware of their incompletion. In
this incompletion and this awareness lie the very roots of education as an human
manifestation. The unfinished character of human beings and the transformational
character of reality necessitate that education be an ongoing activity.
Education is thus constantly remade in the praxis. In order to be, it must become. Its
"duration" (in the Bergsonian meaning of the word) is found in the interplay of the
opposites permanence and change. The banking method emphasizes permanence
and becomes problem-posing education -- which accepts neither a "well-behaved"
present nor a predetermined future -- roots itself in the dynamic present and
becomes revolutionary.
Problem-posing education is revolutionary futurity. Hence it is prophetic (and as

such, hopeful). Hence, it corresponds to the historical nature of humankind. Hence,
it affirms women and men as who transcend themselves, who move forward and
look ahead, for whom immobility represents a fatal threat for whom looking at the
past must only be a means of understanding more clearly what and who they are so
that they can more wisely build the future. Hence, it identifies with the movement
which engages people as beings aware of their incompletion -- an historical
movement which has its point of departure, its Subjects and its objective.
The point of departure of the movement lies in the people themselves. But since
people do not exist apart from the world, apart from reality, the movement must begin
with the human-world relationship. Accordingly, the point of departure must always
be with men and women in the "here and now," which constitutes the situation within
which they are submerged, from which they emerge, and in which they intervene.
Only by starting from this situation -- which determines their perception of it -- can
they begin to move. To do this authentically they must perceive their state not as
fated and unalterable, but merely as limiting - and therefore challenging.
Whereas the banking method directly or indirectly reinforces men's fatalistic

perception of their situation, the problem-posing method presents this very situation
to them as a problem. As the situation becomes the object of their cognition, the
naive or magical perception which produced their fatalism gives way to perception
which is able to perceive itself even as it perceives reality, and can thus be critically
objective about that reality.

A deepened consciousness of their situation leads people to apprehend that
situation as an historical reality susceptible of transformation. Resignation gives way
to the drive for transformation and inquiry, over which men feel themselves to be in
control. If people, as historical beings necessarily engaged with other people in a
movement of inquiry, did not control that movement, it would be (and is) a violation
of their humanity. Any situation in which some individuals prevent others from
engaging in the process of inquiry is one of violence. The means used are not
important; to alienate human beings from their own decision-making is to change
them into objects.
This movement of inquiry must be directed towards humanization -- the people's

historical vocation. The pursuit of full humanity, however, cannot be carried out in
isolation or individualism, but only in fellowship and solidarity; therefore it cannot
unfold in the antagonistic relations between oppressors and oppressed. No one can
be authentically human while he prevents others from being so. Attempting to be
more human, individualistically, leads to having more, egotistically, a form of
dehumanization. Not that it is not fundamental to have in order to be human.
Precisely because it is necessary, some men's having must not be allowed to
constitute an obstacle to others' having, must not consolidate the power of the former
to crush the latter.
Problem-posing education, as a humanist and liberating praxis, posits as

fundamental that the people subjected to domination must fight for their
emancipation. To that end, it enables teachers and students to become Subjects of
the educational process by overcoming authoritarianism and an alienating
intellectualism; it also enables people to overcome their false perception of reality.
The world -- no longer something to be described with deceptive words -- becomes
the object of that transforming action by men and women which results in their
humanization.
Problem-posing education does not and cannot serve the interests of the oppressor.
No oppressive order could permit the oppressed to begin to question: Why? While
only a revolutionary society can carry out this education in systematic terms, the
revolutionary leaders need not take full power before they can employ the method.
In the revolutionary process, the leaders cannot utilize the banking method as an
interim measure, justified on grounds of expediency, with intention of later behaving
in a genuinely revolutionary fashion. They must be revolutionary -- that is to say,
dialogical -- from the outset.

¿En qué consiste la liberación de la educación y cómo lo relaciona con la
dicotomía educación bancaria Vs educación problematizadora?
COMPRENSIÓN GRAMATICAL
Las oraciones condicionales enuncian una condición para que algo suceda o se
cumpla. En inglés existen diferentes construcciones que indican condición según
el grado de probabilidad: En estas oraciones encontramos la palabra “IF” (SI, en
español)
Existen diferentes tipos de condicionales según las situaciones o hechos que

expresan: si son hechos reales, irreales o hipotéticos o condiciones irreales en el
pasado. (Ver cuadernillo de gramática)
 Analicemos ahora un ejemplo extraído del texto:

 If people, as historical beings necessarily engaged with other people in a
movement of inquiry, did not control that movement, it would be (and is)
a violation of their humanity.
 De acuerdo a lo leído en el cuadernillo de gramática, indique con una cruz que
tipo de condición el autor quiso expresar en el ejemplo anterior:
(1) Improbable/hipotética
(2) Posible/probable-real
(3) Imposible/irreal
(4) ¿Qué palabra introduce la condición?
……………………………………………….
 Identifique la condición y el resultado.
Condición:……………………………………………………………………………..
Resultado:……………………………………………………………………………..
 Ahora es momento de que ud. busque en el texto otra oración condicional y la

traduzca al español.
………………………………………………………………………………………………
……………………………………………………………………………………………….

Las proposiciones relativas (adjetivas) nos informan acerca de qué persona o
cosa se está refiriendo el hablante. El pronombre relativo (which/ who/that), el
adverbio relativo (where/when) o el adjetivo relativo (whose) se utilizan para
encabezar la proposición. Aparecen siempre detrás del sustantivo que describen.
Hay dos tipos de cláusulas relativas: las que añaden información adicional y
aquellas que modifican (o definen) el sujeto de la oración.
Non-defining Relative Clauses.

Estas cláusulas agregan información adicional. Se utilizan comas para separar
la cláusula relativa del resto de la oración. No se puede utilizar “that” en lugar de
“which” o “who” en este tipo de cláusula.
Defining Relative Clauses

Estas cláusulas definen el sustantivo e identifican a qué cosa o persona nos
referimos. No se usan comas con este tipo de cláusula.
 Analicemos un ejemplo extraído del texto:
…problem-posing education regards dialogue as indispensable to the act of

cognition which unveils reality.
La subordinada relativa es aquella que está resaltada en la oración, encabezada

por el pronombre relativo which que refiere al acto cognitivo.
No se trata de cualquier acto cognitivo sino de aquel que revela la realidad. Toda
esa cláusula está modificando al acto cognitivo.
 Lo reto a ud. a analizar esta oración:
Indeed problem-posing education, which breaks with the vertical characteristic of

banking education, can fulfill its function of freedom only if it can overcome the
above contradiction.
 Busque los pronombres o adverbios relativos, marque la subordinada con

corchetes y por último tradúzcala al español.

……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
El modo subjuntivo en inglés no lleva ‘s’ en la tercera persona singular. Se usa

a veces en las oraciones con ‘that’ en un estilo formal para expresar que algo es
importante o deseable. Por ejemplo con las siguientes palabras :- suggest;
recommend; ask; insist; vital; essential; important;advice.
 Traduzca la siguiente oración del texto al español e indique en qué modo se

encuentra.
 The unfinished character of human beings and the transformational

character of reality necessitate that education be an ongoing activity.
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
Expresiones que indican propósito
¿“Para qué?, se indica de la siguiente manera:
 TO (infinitivo)
This educational process is to overcome

authoritarianism and an alienating intellectualism.
 FOR+(-ing)
This educational process is for overcoming

authoritarianism and an alienating intellectualism.
 Conectores: so that, in order to, so as to
This new theory was thought in order to satisfy the society´s

needs.
 Le propongo analizar ejemplos del texto:

…in order to function authority must be on the side of freedom, not against
it.
………………………………………………………………………………………..
To do this authentically they must perceive their state not as fated and unalterable,
but merely as limiting - and therefore challenging.
………………………………………………………………………………………………
……………………………………………………………………………………………….
El presente perfecto es un tiempo verbal que se utiliza para:
Una acción que transcurre en un periodo de tiempo que se extiende desde el pasado
hasta el presente
 Una acción reciente

 Una acción del paso cuyo tiempo es inespecífico o tiene resultados en el
presente.
 Su estructura se forma con el verbo auxiliar HAVE (haber) seguido del
PARTICIPIO PASADO del verbo principal. En español corresponde al
pretérito Perfecto del Modo Indicativo.
Por ejemplo:
In recent years, new educational theories have been introduced in order to

heighten the learning experience.
El pasado simple se utiliza para:
 Expresar acciones que ocurrieron en un momento determinado del

pasado
 Expresar acciones habituales del pasado
 Indicar hechos históricos.
 Expresar una secuencia de hechos pasados en un orden.
El pasado simple del verbo TO BE es was/were o sus formas negativas

wasn´t/weren´t.o was not/were not
En el caso de los demás verbos, su forma varía de acuerdo al tipo de verbo:

regular o irregular. Los verbos regulares forman su pasado agregando: -ED/-
D/-IED
Por ejemplo: studied, invented, completed

Los verbos irregulares tienen cada uno una forma particular de expresar su
pasado.
Por ejemplo: took, began, thought.
Tanto los verbos regulares como los irregulares, en su forma interrogativa

como negativa, llevan el auxiliary DID/DIDN´T o DID NOT y el verbo principal
en su forma infinitiva.
Por ejemplo:
I didn´t have tea for breakfast yesterday.
En español puede ser traducido como pretérito imperfecto o pretérito perfecto

simple.
Por ejemplo:
En el año 1990 corría maratones.
Estudié y me recibí de Profesora en la UBA.
 Señale las diferencias entre estas dos oraciones.
 Problem-posing education, as a humanist and liberating praxis, has

always posited as fundamental that the people subjected to domination
must fight for their emancipation.
 Problem-posing education, as a humanist and liberating praxis, posited
as fundamental that the people subjected to domination had to fight for
their emancipation.
……………………………………………………………………………………
……………………………………………………………………………………
…………………………………………………………………………………..

TEXTO 3
Mehta, Salial et al. (2006). Impact of corporal punishment on school

children : a research study. New Delhi : Plan International India. 95 p.
Key Words: 1.EDUCATION 2.CORPORAL PUNISHMENT 3.DISCIPLINING

4.PUNISHMENT 5.CHILDREN'S PARTICIPATION.
Abstract :
Corporal punishment of children is a worldwide phenomenon. The present study
looks at the incidence and extent of corporal punishment on school children and
its impact on them. The study was conducted by Plan International with SAATH,
an NGO, in 41 schools of four states in India (Uttar Pradesh, Andhra Pradesh,
Bihar and Rajasthan). The other NGOs involved were Gram Niyojan Kendra,
Adithi, Urmul - SETU, and Arthik Samta Mandal. The research team interacted
with 1591 children, 215 teachers, and a multitude of stakeholders. Findings of
the study showed that corporal punishment stood out as a common theme in all
41 schools and surrounding communities the team visited. Almost all the parents
accepted that children invited punishment by their behaviour, but whether they
should be punished moderately or severely depended on the stamina the children
possessed. The research team saw a stick in the classroom or in the hands of
teachers everywhere it went. In more than 20 schools the team visited, the
students actually showed or pointed out the stick with which they were beaten.
The most common forms of punishments were hitting with hands and stick,
pulling hair and ears, and asking the children to stand for long periods in various
positions. Threatening to be physically violent is also used as a punishment to
create fear among children. The team also came across more severe forms of
corporal punishment afflicted on children such as being kicked severely, making
them starve, tying them with a rope to chairs/ poles followed by beatings,
assigning physically strenous work both at home and outside, etc. A child often
faces a series of punishments for the same/ single ‘offence’. The team came
across a number of cases where the sequence of punishments started with the
teacher. The same child was then punished by the head teacher for having
‘invited’ the punishment. Yet another round of punishment – generally, beating –
awaited the same child at home if the parents came to know that she/ he had
been punished in school. At schools, the incidence of corporal punishment was
found to be quite common and alarmingly frequent. It was found that there were
05 beatings per day per class, not counting the other moderate forms of
punishment. Inflicting punishment on children was a part of the teachers ‘tool kit’
or a ‘justified’ extension of the teacher’s repertoire. The team did not witness any
act of corporal punishment being inflicted on school children in its presence, but
it caught a large number of teachers in the act of threatening (Uttar Pradesh);
rushing towards a group with a cane in his hand (Bihar), shouting abusively
(Rajasthan), and even merely using the language of the eyes (Andhra Pradesh).
Discussions with teachers across all the 4 states, especially Uttar Pradesh, Bihar
and Andhra Pradesh, revealed that there were just too many students for them
to handle, and ‘punishments’ came in handy to control this crowd. Almost all
teachers, particularly in Uttar Pradesh and Bihar, pointed out the severe lack of
time they spent inside (a) classrooms with students and (b) in schools. They were
held accountable to so many non-teaching tasks by the Government that they
could hardly concentrate on their job. The team felt that while the younger
teachers were not very prompt at inflicting punishment, very senior teachers also
now repented the fact that they used the rod too frequently. The research team
found that at home it was not just mothers beating daughters and fathers beating
sons, both parents were involved in beating all their wards, irrespective of gender.
In all four states the team visited it came across vociferous groups of children
reporting some of the cruelest forms of punishment they received at home like
making children starve (Bihar); inflicting burns on their hands (Uttar Pradesh);
tying to a chair with rope followed by severe beating; beating children followed
by pouring chilly powder down their throat (Rajasthan); tying a thick wooden rod
along the child’s underarms and the back of the knee and then keeping her/ him
suspended from the ceiling for long hours (Andhra Pradesh). 54.7% children said
that they should never be punished. 19% of the children in Rajasthan believed
that they are meant to be punished. 51.5% children in Rajasthan believed that
punishment should be legally banned. 31.2% children in Uttar Pradesh, 28.8%
children in Bihar and 3.2% children in Andhra Pradesh wanted corporal
punishment to be banned. It was recommended that an effective strategy would
be to influence the community through (a) information dissemination, (b) ground
work and (c) advocacy campaigns. Serious complaints should be formally
investigated and disciplinary procedures exercised against the erring teachers
and parents. While these organizations can levy pressure or prosecute teachers,
only social boycott or some other form of sustainable social pressure can
influence/ convince parents. The team felt that local level NGOs can contribute a
lot here. Parents need to be sensitized immediately, as parents have the most
immediate connection with children.

ABSTRACT (RESUMEN) DE UN ARTICULO DE INVESTIGACIÓN
Dentro de la comunidad académica circulan diversas clases textuales y el abstract

es una más de las más comunes. Se lo define como un resumen del artículo de
investigación al cual remite sucinta y directamente y del cual forma parte. Su función
más usual es la de exponer o resumir brevemente el trabajo, con la finalidad de dar
al lector un conocimiento relativamente exacto de dicho trabajo.
Los abstracts de casi todas las disciplinas se inscriben de manera similar;

especialmente de las ciencias experimentales: la información que se incluye y el
orden el cual se la presenta son muy convencionales. Suele constar de cinco partes
reconocidas y se considera que informar sobre los resultados es obligatorio.
ORDEN DE LOS ELEMENTOS TÍPICOS INCLUIDOS EN UN ABSTRACT EN

INGLÉS.
B= Background information (Antecedentes)
P= Principal activity or Purpose of the study and its scope (propósito del estudio)
M= Some information about Methodology used in the study (metodologías)
R= The most important Results of the study (resultados)
C= A statement of a Conclusion or recommendation (conclusion o recomendación)
TIEMPOS VERBALES DE UN ABSTRACT
Es importante el uso de los tiempos verbales en un abstract para que así el

investigador pueda expresar lo que quiere comunicar de una manera efectiva y
apropiada. Se puede decir, en general que se emplena los siguientes tiempos
verbales en la distintas secciones:
B= Background information (present tense)
P= Principal activity (present simple/ past tense/ present perfect)
M= Methodology (past tense)
R= Results ( simple present, but more commonly in simple past)
C= Conclusion (present tense/tentative verbs/modal auxiliaries)
El uso de los modal verbs en el abstract no es algo simple. En primer lugar, las
conclusiones e escriben, casi siempre en tiempo presente. En segundo lugar, el

tiempo presente o el pretérito perfecto compuesto (present perfect) pueden usarse
en la oración inicial. En tercer lugar, existe variación disciplinar en lo que respecta
al uso de los tiempos verbales e los resultados. Las investigaciones sugieren que
el uso del presente en los resultados es más común en física, química astrofísica y
menos común en las ciencias sociales.
 En esta oportunidad analizaremos los usos de los tiempos verbales en el

abstract. Observe los ejemplos. Luego complete los espacios en blanco.
Para expresar el problema central argumentado o la hipótesis, el tiempo verbal

usado es:
_______________________________________________________________________
 Algunas frases introductorias más comunes son:

 The main problem, however is…
 We examine why these models have difficulty with…
 However, this assumption is not valid when….
 This is complicated by…
 However, this assessment cannot be based solely on…
 Although it is known theoretically that…
Cuando se hace referencia al tema presentado o tratado en el artículo de

investigación, se usan verbos en:
_______________________________________________________________
 These paper presents a new methodology for…

 In this paper we apply…
 This study reports an improvement design for…
 In this paper we extend an existing approach to…
 We consider a novel system of…

El método generalmente se redacta usando verbos en:
_______________________________________________________
 Samples were prepared for…

 The effect of prisons was investigated by means of….
 The data obtained were evaluated using…
 Subjects were examined in order to….
Los resultados o hallazgos pueden expresarse en________________o, más

comúnmente en_________________________________________________
 We show that this theory also applies to…

 The most accurate readings are obtained from…
 We find that this does not vary
 The Y-type was found to produce…
 The subjects analysed showed a marked increase in…
 No changes were observed…
 This was consistent with…
 These profiles were affected by….
 These findings correlated with
 The results demonstrated that…
 En cuanto al vocabulario más comúnmente utilizado en las secciones de un

abstract, en qué parte del mismo pueden aparecer las siguientes expresiones:
 Aims/Purposes
 Background/Introduction
 Conclusions/implications/Recommendations
 Methodology and Materials/Subjects/Procedures
 Results/Findings
 What the paper does.
a)
 a number of studies
 is/are assumed to
 is/are based on
 is/are determined by
 is/are influenced by
 is/are related to
 it has recently been shown that
 it is known that
 it is widely accepted that
 recent studies/recent research
b)
 in order to
 our approach
 the aim of this study
 to compare
 to examine
 to investigate
 to study
 with the aim of
c)
 In this paper/in this study/ in this investigatition we …
address/ analyse /argue/compare/consider

/describe/discuss/emphasise/examine /extend/introduce
/present/propose/review/show.
 This paper/This study considers/describes/examines…
d)
 was/were analysed/calculated/evaluated/examined/recorded/performed/
treated/studied/used
e)
 resulted in/showed/was identified/achieved/found/observed/obtained/

present/there was evidence of/for
f)

 These results indicate that…
 These results suggest that…
 We conclude that….
 We suggest that…
 ¿Aparecen algunas de estas frases en el texto anterior? En caso de ser así,

resáltelas con color.
 Complete el siguiente cuadro con información del texto
OBJETIVO
MÉTODO
RESULTADOS

CONCLUSIÓN
 Busque un Abstract en el siguiente link y analice sus partes.

https://www.educationforallinindia.com/research_abstratcs_on_education_N
IPCCD_1998_to_2009.pdf
TEXTO 4
Práctica de consolidación previa a la evaluación.

 A modo de cierre, le propongo trabajar en base a un modelo de
examen. Le sugiero revisar los contenidos presentados anteriormente
para completar las actividades a continuación.
A.READ THIS PASSAGE/Lea el siguiente texto.
Making whole-child education the norm.

Expert from: “How research and policy initiatives can make social and emotional
skills a focal point of children’s education.”
Report•ByEmma García and Elaine Weiss•August 24, 2016
Traits and skills such as critical thinking, creativity, problem solving, persistence, and
self-control—which are often collectively called non-cognitive skills, or social and
emotional skills—are vitally important to children’s full development. They are linked
to academic achievement, productivity and collegiality at work, positive health
indicators, and civic participation, and are nurtured through life and school
experiences. Developing these skills should thus be an explicit goal of public
education. This can be achieved through research and policy initiatives involving
better defining and measuring these skills; designing broader curricula to promote
these skills; ensuring that teachers’ preparation and professional support are geared
toward developing these skills in their students; revisiting school disciplinary policies,
which are often at odds with the nurturing of these skills; and broadening assessment
and accountability practices to make the development of the whole child central to
education policy
The importance of so-called non-cognitive skills—which include abilities and traits

such as critical thinking skills, problem solving skills, social skills, persistence,
creativity, and self-control—manifests itself in multiple ways throughout our lives. For
example, having greater focus as a student improves the acquisition of skills, and
creativity is widely associated with artistic abilities. Persistence and communication
skills are critical to success at work, and respect and tolerance contribute to strong
social and civic relationships. But support for non-cognitive skills—also commonly
referred to as social and emotional skills—extends far beyond this casual recognition
of their impact. Empirical research finds clear connections between various non-
cognitive skills and positive life outcomes. Indeed, researchers have focused on
assessing which skills matter and why, how they are measured, and how and when
these skills are developed, including the mutually reinforcing development of non-
cognitive and cognitive abilities during students’ years in school. At the same time,
there are clear challenges inherent in this work, including those associated with data
availability (in terms of measurement, validity, and reliability), the difficulty of
establishing causality, and the need to bridge gaps across various areas of research.
This points to the need to exercise caution when designing education policies and
practices that aim to nurture non-cognitive skills. Nonetheless, given the crucial role
that non-cognitive skills play in supporting the development of cognitive skills—as
well as the importance of non-cognitive skills in their own right—this is an issue of
great importance for policy makers. Moreover, there is increased recognition, both
domestically and internationally, that non-cognitive skills are integral to a wider
conceptualization of what it means to be an educated person. Indeed, UNESCO’s
Incheon Declaration for Education 2030, which sets forth an international consensus
on the new vision for education for the next 15 years, states, “Relevant learning
outcomes must be well defined in cognitive and non-cognitive domains, and
continually assessed as an integral part of the teaching and learning process. Quality
education includes the development of those skills, values, attitudes and knowledge
that enable citizens to lead healthy and fulfilled lives, make informed decisions and
respond to local and global challenges.
Non-cognitive skills are important drivers of cognitive skills and of broader
school and life outcomes.
Non-cognitive skills—the generic term that represents social and emotional skills,
that is to say: “patterns of thought, feelings and behavior that may develop

throughout our lives (i.e., are not fixed traits of personality)”—allow us to succeed in
our public lives, workplaces, homes, and other societal contexts and to contribute
meaningfully to society. A solid body of research demonstrates the significant
associations between non-cognitive skills and other adult outcomes, including
productivity and collegiality at work, positive health indicators, and civic participation.
There is likewise extensive evidence of the connections between non-cognitive skills
and academic achievement. And beyond their practical import, they are simply
positive attributes. Here we briefly summarize what is known regarding the influence
of non-cognitive skills on cognitive skills and other school and life outcomes. A study
of over 200 socio-emotional interventions in the United States targeting children from
kindergarten through high school (ages 5–18) concluded that participating students
exhibited higher academic achievement, with the gain in performance estimated to
be equivalent to 11 percentile points. Executive function skills—self-regulation and
self-control, which are predictive of better behavior in the classroom—are correlated
with improvements in grades and other measures of academic performance. And a
construct of social competence in kindergarten—the ability to complete tasks and
manage responsibilities, and effective handling of social and emotional
experiences—is associated with a range of key outcomes for children and young
adults across multiple domains of education, including reduced years of special
education, fewer repeated grades, and higher rates of on-time high school
graduation and college completion. As noted above, however, the importance of
non-cognitive skills extends far beyond academic outcomes. Employers have long
reported in surveys that they highly value a range of non-cognitive skills in their
search for good employees. Indeed, they place skills such as verbal communication,
teamwork/collaboration, professionalism/work ethic, and critical thinking/problem-
solving at the top of their list of traits that are critical for workplace success. Positive
relationships have been found between socio-emotional skills and social
competence and employment outcomes (such as having stable employment or
being employed full time), while weak non-cognitive skills are associated with a
variety of negative life outcomes. These include reliance on public assistance (e.g.,
being on awaiting list for public housing, receiving public assistance, or receiving
unemployment compensation), criminal activity (e.g., being arrested for a severe
offense, ever having been arrested, ever having made a court appearance, ever
having had police contact, ever having stayed in a detention facility), substance use
(e.g., alcohol dependence, drug dependence, having smoked regularly in the past
month, number of days of binge drinking in the past month, number of days of
marijuana use in the past month), and poor mental health (e.g., externalizing
problems, internalizing problems, number of years on medications).
Finally, there are non-cognitive skills which are centrally important to a person’s
ability to live a full life, including active participation as a family member, neighbor,
and engaged democratic citizen. Non-cognitive skills increase trust and the
probability of voting and decrease the probability of being divorced. They also
correlate with improved life satisfaction. Being able to get along with others; to share,
consider, and respect alternative points of view; and to prioritize broad societal goals
are all related to non-cognitive skills that are developed early in life and that
distinguish strong parents, good neighbors, and engaged citizens from their less
constructive and less successful peers.
PART B: READING COMPREHENSION EXERCISES/Ejercicios de

comprensión lectora.
SUMMARIZE THE CONTENT OF THE TEXT ABOVE (In Spanish). INCLUDE THE
FOLLOWING INFORMATION./Resuma el contenido del texto en español.
Incluya la siguiente información.
 Habilidades no cognitivas vinculadas al rendimiento académico.

 Habilidades no cognitivas que sustentan el desarrollo de las
habilidades cognitivas. (Declaración de Incheon para la Educación
de la UNESCO. 2030)
 Habilidades no cognitivas y sus posibles resultados en la vida
cotidiana.
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
………………………………………………………….
PART C: GRAMMAR CHECK/Ejercitación gramatical.

CIRCLE THE CORRECT ANSWER./Elija la respuesta correcta

1) In the sentence: “They are linked to academic achievement, productivity
and collegiality at work, positive health indicators, and civic participation...”,
ARE LINKED indicates:
A) a present continuous tense, active voice.
B) a simple present tense, passive voice.
C) a simple past continuous tense.
2) In “Developing these skills should thus be an explicit goal of public

education.”, SHOULD is:
A) a modal verb, active voice
B) is a modal verb, passive voice
C) is in the present simple
3) In “…revisiting school disciplinary policies, which are often at odds with

the nurturing of these skills;...”, the expression SCHOOL DISCIPLINARY
POLICIES are:
A) Three nouns, the first two modify the third.

B) Two adjectives and a noun, the adjectives are before the noun.
C) A noun modified by a previous adjective and another noun.
4) What do the following sentences have in common? Circle all the correct
answers.
 “…how they are measured,…”

 “…cognitive skills that are developed early in life…”
A) The emphasis is on the doer of the action and not on the action.
B) They express an action in the past.
C) They stress the action and not the doer.
D) They have irregular verbs.
E) They express a possibility in the past.
F) They are in the passive voice.
G) The doer of the action is mentioned.
5) In “UNESCO’s Incheon Declaration for Education 2030, which sets forth

an international consensus on the new vision for education for the next 15
years, states, “Relevant learning outcomes must be well defined in
cognitive and non-cognitive domains, and continually assessed as an
integral part of the teaching and learning process..”, the word “WHICH”
refers to ….
A) UNESCO’s Incheon Declaration for Education 2030

B) international consensus
C) Relevant learning outcomes
6) What does the following sentence express? Tick the correct answer.
“Non-cognitive skills—the generic term that represents social and
emotional skills, that is to say: “patterns of thought, feelings and behavior
that may develop throughout our lives.”
A) disapproval
B) probability
C) suggestion
7) In the sentence, “Positive relationships have been found between socio-

emotional skills and social competence and employment outcomes (such
as having stable employment or being employed full time), while weak
non-cognitive skills are associated with a variety of negative life
outcomes.”, the words “WHILE”, indicates:
A) contrast
B) reason
C) addition
8) State in Spanish, the two concepts that “WHILE” connects.
CONCEPT 1:………………………………………………………………………
CONCEPT 2:………………………………………………………………………
9) Translate the following expressions as used in the text.
 Developing these skills should thus be an explicit goal of public education

 …such as critical thinking skills, problem solving skills, social skills,
persistence, creativity, and self-control…
10) What does the following sentence express? Tick the correct answer.
“…there are non-cognitive skills which are centrally important to a person’s ability
to live a full life,…”

A) Probability
B) Existence
C) Condition

Referencias bibliográficas:
 Alexander. L.G. (1988) Longman English Grammar. Longman Group UK. Limited. London.
 Alexopoulou, Angélica (2009) Tipología textual y comprensión lectora en E/LE. Revista

Nebrija de Lingüística aplicada a la enseñanza de las lenguas. Universidad Nacional y
Kapodistríaca de Atenas. Recuperado de: https://www.nebrija.com/revista-
linguistica/tipologia-textual-y-comprension-lectora-en-e-le.html
 Alvarado, M. (2006) Paratexto. Buenos Aires: Eudeba.
 Calderón, M., August, D., Durán, D., Madden, N., R. Slavin & M. Gil (2003) Cognados y
falsos cognados.
 Cassany, D. y Richman (1971). Las palabras y el escrito. Hojas de lectura. Fundalectura.
Colombia.
 Collins Birmingham University International Language Database. (1993) English Grammar.
Collins Cobuild. Harper Collins Publishers London.
 De la Vega, G. (1998). Manual de Gramática Inglesa. Córdoba. Editorial Atenea.
 Diaz Cortez Gabriela, López Luciana, Rípodas Blanca (2016) Lectocomprensión del inglés.
Manual para Filosofía y Humanidades. Facultad de Lenguas. Edit. Brujas.
 Gandolfo, Mónica y equipo (2010) La Comprensión Lectora en Inglés. Aportes teórico-
prácticos para docentes de lenguas extranjeras. Ministerio de Educación. Gobierno de la
Ciudad de Buenos Aires. Recuperado de:
https://www.buenosaires.gob.ar/sites/gcaba/files/aporte-teorico-practicoct-ingles.pdf
 Glasman – Deal, H. (2010) Science research writing for non-native speakers of English.
London: World Scientific Publishing Co.
 Halliday, M. A. K., & Hasan, R. (1989). Language, context and text: Aspects of language in
a social-semiotic perspective (2nd ed.). Oxford: Oxford University Press.
 Mirtha l. Suarez (2009) Mapas conceptuales, una estrategia para mejorar la comprensión
lectora. Cárdenas. Universidad Libre de Colombia. Facultad de Ciencias de la Educación.
Bogotá Recuperado de:
https://repository.unilibre.edu.co/bitstream/handle/10901/10093/PROYECTO%20LEALLILI.
pdf?sequence=2
 Moyetta Daniela, Del Castillo Paula, (2016) Lectocomprensión en inglés. Editorial Brujas.
 Rueda N. E. y Aurora, E. (1999) Claves para el estudio del texto. Córdoba: Comunicarte.
 Solé, I. (1992) Estrategias de Lectura. Barcelona: Graó.
 Sosa de Montyn, S. y Conti de Londero, M.(1993). Hacia una gramática del texto. Córdoba:
Comunicarte.

 Swan, M y Walter C. (1997) How English Works. A Grammar Practice Book. Oxford: Oxford
University Press.
 Swan, M. (2005). Practical English Usage. Oxford:OUP.


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VIRTUAL

Cuadernillo TALLER DE INGLÉS PARA

Cuadernillo específico de Inglés

Paulo Freire: Popular Education, Latin

Freire’s literacy leadership was abruptly terminated in April 1964. A military

Social Change Orientation. What was later labelled as “popular education”

The broader goal of social change is reflected in a variety of foci, methods,

A community-based literacy project in San Francisco Bay area of California is

 Busque en el texto tres adjetivos que describan el trabajo de

 Busque en el texto un verbo, tres sustantivos y cuatro adjetivos

 Lea el texto nuevamente para identificar fragmentos donde haya:

 Según la predominancia de secuencias textuales ¿Qué tipo textual

 Identifique las siguientes partes e indique dónde se encuentran en el texto:

 Trayectoria profesional de Paulo Freire.

 Teniendo en cuanta las siguientes preguntas sintetice el texto en no más de

a) ¿Cuál es el objeto problemático que plantea Freire?

Cuadernillo específico de Inglés

Un texto expositivo descriptivo es aquel que presenta el significado o concepto

Existen distintos tipos de dificultades en lo que se refiere al texto expositivo:

 Texto expositivo divulgativo: se da cuando el tema que se toca es un

 Busque ejemplos en el texto de los siguientes tiempos verbales e

Cuadernillo específico de Inglés

Los verbos modales van seguidos de un verbo lexical o principal en su forma

Cuadernillo específico de Inglés

Ejemplo de voz pasiva en el texto es la oración que expresa:

“He was appointed Secretary of Education in 1988.”

La voz pasiva impersonal es una estructura muy común:

Verbo TO BE + pasado participio + infinitivo (to-inf)

Teachers were asked to develop a community-based literacy project.

Cuando lo transferimos al español, utilizamos el “se”

Se pidió los docentes que desarrollaran un proyecto de alfabetización

En español la pasiva con “se” está formada por el pronombre de tercera

El sujeto de la pasiva con “se” también puede ser una proposición de

Cuadernillo específico de Inglés

 Observe la siguiente oración extraída del texto y preste especial atención a la

He was appointed Secretary of Education in 1988 in the mayoral election of a

 ¿Quién nombró a Paulo Freire Secretario de Educación en 1988?

 ¿Dónde se encuentra el foco de la información: en Freire o en el cargo que

 Elija la opción correcta:

a) El agente del verbo es el responsable de ejecutar la acción, está

 Ahora me gustaría que ud. busque en el texto otros ejemplos de oraciones

Cuadernillo específico de Inglés

 Busque un equivalente en español para las siguientes expresiones:

 A social service agency

PAULO FREIRE: CHAPTER 2. PEDAGOGY OF THE

This reading is from: PEDAGOGY OF THE OPPRESSED by Paulo Freire.

A careful analysis of the teacher-student relationship at any level, inside or outside

The teacher talks about reality as if it were motionless, static, compartmentalized,

Cuadernillo específico de Inglés

The outstanding characteristic of this narrative education, then, is the sonority of

In the banking concept of education, knowledge is a gift bestowed by those who

Cuadernillo específico de Inglés

a. the teacher teaches and the students are taught;

 Responda las siguientes preguntas en español.

1- ¿En qué consiste la enseñanza narrativa?

3. ¿Cuál es la característica principal de la educación narrativa?

4. ¿Qué consecuencia tiene esta característica en el aprendizaje?