The Pedagogy of the Oppressed Test | Final Test - Easy

Donald Macedo, Myra Bergman Ramos, and Paula Freire
This set of Lesson Plans consists of approximately 114 pages of tests, essay questions, lessons, and other teaching materials.
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This test consists of 15 multiple choice questions and 5 short answer questions.

Multiple Choice Questions

1. What sort of education does Friere suggest would be a viable alternative to Banking Education?
(a) A military education.
(b) A private education.
(c) A joint problem-solving one.
(d) A religious education.

2. What is 'didactic material?'
(a) Materials such as media, articles and pictures that encourage debate.
(b) Material that is offensive.
(c) Religious material.
(d) Material that is exceedingly provoking.

3. What characterizes an Untested Feasibility?
(a) Constraint.
(b) Irresponsibility.
(c) Freedom to chose.
(d) Anarchy.

4. How does a dialogue help the students, according to Friere?
(a) By asking them to think about their problem and think up new ways to deal with it.
(b) It encourages their vocal skills.
(c) It teaches them how to agree with the political party.
(d) It allows them to see the sense of the teacher's views.

5. How does Friere use the term ‘Subject’ in his book?
(a) To denote a class of study.
(b) To denote a person who is fully aware and able to act freely.
(c) To denote a class of society.
(d) To denote a person who is in charge of others.

6. What did Bode discuss about students that he observed?
(a) That they were necessarily interested in themselves and their situation unless they can link it to something else.
(b) They were revolutionary.
(c) They were bored most of the time.
(d) They were interested in everything he had to say.

7. What does Friere mean by ‘Conscientization’?
(a) A conscious awareness of one's own situation.
(b) An awareness of someone else's situation.
(c) Spreading the good news about liberty.
(d) Not reacting violently.

8. How are students treated in Banking Education?
(a) As already intelligent subjects.
(b) As empty vessels fit only to hold the teacher’s wisdom.
(c) As partners.
(d) As opponents.

9. Why does Friere use the term 'banking education'?
(a) Because the education system is similar to the banking system.
(b) Because schools need money.
(c) Because schools have too much money.
(d) Because schools in oppressive countries are run by banks.

10. Which social institution supports and continues oppression?
(a) Schools.
(b) County Hall.
(c) Gymnasium.
(d) Hospital.

11. What is a ‘Limit Situation’?
(a) A situation that frees the Subject.
(b) A situation that holds back the Subject.
(c) A situation with no themes involved.
(d) A Situation where the Subject has to confront their emotions.

12. What psychological term does Friere use for the teacher-student type of relationship?
(a) A regressive one.
(b) A psychotic one.
(c) A dysfunctional one.
(d) An actualized one.

13. What is one goal of the Problem-Posing Education?
(a) To get a good job.
(b) To get good grades.
(c) To get a good school reputation.
(d) It teaches Subjects the real cause of their oppression.

14. What issues does Friere believe the educator should be looking at?
(a) Ones that face the local people.
(b) Ones on his syllabus.
(c) Ones that interest him.
(d) Ones that interest his society.

15. How does this institution 'teach' oppression?
(a) It enforces uniforms.
(b) It uses tools of oppression such as caning.
(c) It creates an internal 'culture of oppression' in the minds of the student.
(d) There are political posters on the walls.

Short Answer Questions

1. What is a ‘Thematic Universe’?

2. What does the term 'didactic' mean?

3. Why, according to Friere, do oppressive regimes maintain untested feasibilities?

4. How does Friere's problem-solving education promote equality?

5. What future negative aspects does the Banking Education promote, according to Friere?

(see the answer keys)

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