Problem posing promotes cooperation and communication between teachers and students. “The problem-posing method does not divide the activity of teacher-student: it is not “cognitive” at one moment and “narrative” at another. It is always “cognitive”, whether it is preparing a project or engaging in a dialogue with students. He does not consider objects as his private property, but as an object of reflection by himself and by his students. In this way, the problem-posing educator constantly reformulates his or her thoughts in student thinking. » (Freire) The teacher, in contrast to the narrative, can provoke a dialogue between the teacher and the students, which can give rise to debates, curiosity and new challenges, which help them to think in a derogatory way. Students can unleash their creativity and have an open vision based on their own understanding of things and not on what is given to them. Although Freire makes appropriate ideas from problem-posing, how can one consider his teacher as an equal? This could lead to students no longer caring about what the teacher has to offer. There must be some position of authority with students. Freire's argument holds that the problem-posing method is the only concept necessary for reform to take place and completely rejects the banking concept.