5010 Portfolio Activity Unit 4

Several years ago I recorded one of my online lessons. I was the sixth step of my participation in the Skyeng Teacher's Award competition. (1) Now I can see that I could use more specified questions to help the student to work on the lesson and I could use better methods to give my student to research for answers using online resources instead of giving them to her.
So I found the photo of Angelina Jolie with bees, covered the face, and gave the student possibility to identify the celebrity (or a common person). I asked questions about the reason for the photo, and finally, opened it. (2)
Then he read the article and could answer my questions not only about the woman but also he could speak about the environment and its protection.
But at the beginning of the lesson, I had only the article which made me feel so excited and gave me food for thought.
I cannot say that I will follow all Freire's principles but his philosophy impresses me a lot. And I will try to use the pattern of the teacher during my classes. Mostly with adults, of course, it is suitable to practice. But young learners like to feel their importance too. (3)
When Paulo Freire asked his pupils what the distinction between animals and humans was, they were stumped. The replies he receives are both distressing and instructive. The peasants had the potential to become conscious of their agency before they began the process of conscientiza?o, but they had not begun the process of conscientiza?o, thus they did not consider themselves to be free. When asked about the differences between animals and people, one of the peasants in Chile's cultural circles said that there was no difference between men and animals and that if there was, animals were better off since they were freer. A larger degree of freedom is enjoyed by an animal, according to this statement.
The peasant's candid response reflects his self-perception and the culture in which Freire operated. Even though they were not officially slaves, these peasants did not regard themselves as free individuals with the ability to choose and shape their own lives and histories. Instead, they regarded themselves as objects upon whom commands were imposed, and the animals who were not forced to obey instructions were freer than they were. In other words, there was little distinction between these peasants and the animals of burden who toiled in the fields, unless the animal, such as a fox or bird, was not utilized for farm labor. In this instance, the animal enjoyed more freedom than a human being.
The word "freedom" has a lot of different meanings. For example, freedom might entail being able to travel about freely or not being enslaved. Freire thought that "freedom" is a human person's right to grow into a more human being. Freire realized that "freedom" meant various things to the peasants he worked with. Freire noted that the peasants with whom he worked desired land reformónot freedom, but the ability to possess their property and therefore become landlords, or, more particularly, employers of new employees. (4)



References
1) https://www.youtube.com/watch?v=FU8amodBwi0&t=5s
2) https://www.nationalgeographic.com/photography/article/angelina-jolie-fearless-before--bees
3) Paulo Freire (1921ó1997) c. Conscientiza??o https://iep.utm.edu/freire/#SH5c
4) https://www.youtube.com/watch?v=dE0iRMHzQC8&t=4s