The Pedagogy of the Oppressed Test | Final Test - Easy

Donald Macedo, Myra Bergman Ramos, and Paula Freire
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This test consists of 15 multiple choice questions and 5 short answer questions.

Multiple Choice Questions

1. Which groups in society does Friere believe that the educator should work with especially?
(a) The poorest members of society.
(b) The middle class.
(c) Those in power.
(d) The richest.

2. Which of the following is a form of Limit Act?
(a) Holding yourself back from what you want in life.
(b) Having to take a job you don't like because of poverty.
(c) Choosing any job you want.
(d) Being told what to do by a leader.

3. Why does Friere think that a specific form of education is a contradiction?
(a) It supports the economy.
(b) It doesn't teach, it only punishes.
(c) It doesn't teach, it just imparts.
(d) It supports the military.

4. In Friere's system, what is the educator's relationship to the oppressed?
(a) One of solidarity with them.
(b) Friendliness.
(c) Familiarity.
(d) Related.

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

6. What is the teacher’s role in the problem-solving education?
(a) The decider of right from wrong.
(b) A facilitator of a dialogue.
(c) They do not have a role.
(d) A judge.

7. How does Friere use the term ‘contradiction’?
(a) To mean a lie that is presented as a truth.
(b) To refer to the oppressed.
(c) As a situation which runs counter to healthy human development.
(d) As a truth that does not apply in every situation.

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

9. Why, according to Friere, do oppressive regimes maintain untested feasibilities?
(a) To make freedom a reality.
(b) To make freedom desirable.
(c) To make freedom sensible.
(d) To make freedom appear dangerous.

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

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

12. 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.

13. What does Friere think is the difference between humans and other animals?
(a) How we get our food.
(b) How we grow up.
(c) How we treat each other.
(d) Humans can see outside of their situation.

14. Why do traditional modes of teaching interfere with the development of a Subject, according to Friere?
(a) Because the subject has to spend their time going to school.
(b) Because a person has to either be in the right or wrong and, therefore, is not their own Subject.
(c) Because the Subject gets taught lessons they are not interested in.
(d) Because the subject has to spend money to go to school.

15. In what sort of society do we find a Limit Situation?
(a) An oppressive one.
(b) A free one.
(c) A Marxist one.
(d) An Imperialist one.

Short Answer Questions

1. What does 'exclusive education' mean?

2. What did Bode discuss about students that he observed?

3. How does this institution 'teach' oppression?

4. Which social institution supports and continues oppression?

5. What is an ‘Untested Feasibility’?

(see the answer keys)

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