However, he argues for pedagogy to treat the learner as a co-creator of knowledge.  Translated into several languages, most editions of Pedagogy of the Oppressed contain at least one introduction/foreword, a preface, and four chapters.
The first chapter explores how oppression has been Justified and how it is overcome through a mutual process between the “oppressor” and the oppressed” (oppressors-oppressed distinction).
Freire supports the problem-posing method as being the only educational concept needed.
His essay is well laid out with examples and supporting details, but is this practical for public education?
The teacher narrates knowledge for the students to memorize, anticipating their absolute ignorance in that subject.
Freire also later explains problem-posing as being educational freedom if only the teacher-student dialogue contradiction can be overcome.
In this concept students are not sitting idly by, waiting for the truth to be installed for them.
The students respond to problems posed to them by the world; resulting in new challenges, understanding, commitment, and critical thinking.
Some information presented to students can only be taught through repetition, memorization, and narration.
For example, math and science equations are concepts needed to be memorized in order to complete problems.