1. First words: Teacher-aunt: the trap.
1.1. An approach to the perception of the teacher's task.
1.2. Emphasizes the importance of evaluation programming: Inseparable binomial.
1.3. Gives an opinion on the bad influence of political changes on education.
2. First letter: Teaching-Learning.
2.1. It exposes the concepts of teaching, learning and the need to read the world (socio-cultural contexts) and the word (texts).
2.2. Not teaching does not always mean learning. Sometimes you learn without being taught.
2.3. In order to teach, it is necessary to know, because one does not teach what one does not know.
2.4. The importance of reading comprehensively and not giving up if you don't understand.
2.5. Comprehension is successful if the reading level is consistent with the reader's level.
2.6. Reading and writing are inseparable processes and both must be perceived as necessary.
2.7. It is better to stimulate a taste for reading than to force it on students.
2.8. "It is not possible to read without writing or write without reading."
2.9. The educator has the political and professional responsibility to prepare academically before educating.
3. Second letter: Do not allow fear of difficulty to paralyze you.
3.1. It tells us about the "fear" and "difficulty" of both the teacher and the students.
3.1.1. fear of not understanding a text if our intellectual level is lower than ours
3.1.2. fear of ridicule
3.1.3. fear of seeking help
3.1.4. fear of being questioned
3.2. To be afraid is a right.
3.3. It is a response to insecurity and to overcome it we must reflect on the cause and root cause in order to deal with it.
4. Third letter: "I came to do the teacher training course because I had no other possibility".
4.1. It "targets" people who studied teaching without having the desire to dedicate themselves to it.
4.2. It is important to have a vocation and a taste for teaching.
4.3. Educational practice is a very serious matter.
4.4. The teacher can contribute to the failure or success of students on a personal and academic level.
4.5. The problems with education are not only pedagogical but also political and ethical.
5. It proposes that teachers should have a certain level of commitment and demands to themselves and to others.
5.1. Through their daily work they must take a stand against social injustices.
5.2. must seek transformations in their students and in society through their teachings.
5.3. They must go beyond what is taught in the subjects.
5.4. They must shape minds that are critical, creative, conscious, challenging but above all free.
6. Tenth letter: Once again, it is a question of discipline.
6.1. The teacher must show discipline at all times and in all areas.
6.2. Only teaching is not transmitting knowledge.
6.3. the learner also becomes a producer of the knowledge he/she was taught.
6.4. The more we respect, the more we will be contributing to the strengthening of democratic experiences.
7. written by Paulo Freire
8. Fourth Letter: On the indispensable qualities for the best performance of progressive teachers
8.1. It talks about the qualities that every teacher should have.
8.1.1. People's qualities are not innate.
8.1.1.1. They are generated with practice.
8.1.2. Qualities:
8.1.2.1. Humility
8.1.2.1.1. to talk and listen.
8.1.2.2. Love
8.1.2.2.1. for the students and for the teaching process.
8.1.2.3. Bravery
8.1.2.3.1. as overcoming my fears.
8.1.2.4. Tolerance
8.1.2.4.1. to live together and learn to respect what is different.
8.1.2.5. Decision
8.1.2.5.1. evaluation aid.
8.1.2.6. Security
8.1.2.6.1. supported by training.
8.1.2.7. Tension
8.1.2.7.1. between patience and impatience: verbal parsimony; living and acting impatiently and patiently.
8.1.2.8. Joy of living
8.1.2.8.1. desire to live with and without obstacles, and to overcome them.
9. Fifth letter: First day of school.
9.1. Describe the feelings of the first day of school.
9.1.1. On the part of both the teacher and the students
9.1.2. It is important to show attitude and humility before the students.
9.1.3. Expressing feelings and overcoming fear together.
9.1.4. Classroom dynamics: "classroom reading" to record student and teacher feelings, reactions and behavior.
9.1.5. When a student imagines a joyful and free school, it is because his own school denies him freedom and joy.
10. Sixth letter: On the relationship between the educator and the students.
10.1. What should exist in the relationship between students and teachers?
10.1.1. coherence between what is thought, said and done.
10.1.1.1. What is done matters more than what is said.
10.1.2. to know the context and the environment of the students in order to establish the best possible relationship.
10.1.3. Teaching goes hand in hand with commitment and attitudes for overcoming social justice.
11. Seventh letter: From speaking to the learner to him and with him; from hearing the learner to being heard by him.
11.1. It is very important to let the students speak and let them express themselves.
11.2. Emphasizes the figure of the democratic teacher.
11.3. Difference between authority and authoritarianism.
11.3.1. "Education is a political act."
11.4. Dialogue adds up regardless of their age.
11.5. Listening to others, peaceful discussion, debate... must be encouraged.
11.6. If we dream of democracy, we must fight day and night.
12. Eighth letter: Cultural identity and education.
12.1. the relationship between cultural identity and social class that is sometimes imposed on teachers
12.2. "The cultural attribute augmented by that of class does not exhaust the understanding of identity." This goes further.
12.3. François Jacob, "We are programmed to learn". Neither only the innate nor only the acquired.
12.4. The teacher should not be aggressive or believe that the students are not capable.
12.5. Teaching from the context of the students.
12.6. Everyday life and its resolutions are more important than what is taught in school.
12.6.1. Everything should be more experiential rather than memoristic.
12.7. It is necessary to form a cultural identity far from prejudice and discrimination.
13. Ninth letter: Concrete context - theoretical context.
13.1. the importance of practice as this is what gives the real learning experience
13.1.1. It is therefore necessary to differentiate between concrete and theoretical contexts.