Paulo Freire compares two educational concepts, “banking” and “problem posing”. In banking, teachers assume that students are passive, take all control, determine what will be learned, and “force-feed” information to students. By posing problems, students and teachers engage in dialogue to teach each other. Students are therefore active and acquire the power to criticize the world and thus change it. To explain the banking method, Freire gives several examples. Students are taught that four times four is sixteen, but they are not necessarily taught how or why that makes sixteen. Similarly, students will learn what the capital of a country or state is, but they will not know why it is important. The banking industry encourages students to accept the world as it is. He also affirms that the “task of the teacher is to “fill” the students with the contents of his story, contents detached from reality, disconnected from the totality which generated them and could give them meaning” (p. 257 ). In this he says that the information people learn through the banking method does not correspond to reality, but he gives no information to support this idea. Many students interpret banking education as synonymous with classrooms where lectures take place, where students are expected to memorize and regurgitate, where facts are taught. They often say that math, science and languages ​​should be banked, or that primary school should be bankable. “Banking” education often resists dialogue and “problem-posing” education engages in dialogue and sees it as essential to its framework. Classrooms that pose problems are those where students discuss, share opinions, and demonstrate creativity. The problem teacher creates lessons that ...... in the middle of a sheet of paper ......uage. He demonstrated the use of the language of the colonizer to assert the value and autoethnography of Andean government and culture. Transculturation is defined as “processes by which members of subordinate or marginal groups select and invent from materials transmitted by a dominated culture.” Pratt's theory of the "contact zone" is a place where culture, language, literacy, and ideas meet to form something that is different and interesting. When a contact zone is established, people can gain a new perspective because they are able to interact with people from a foreign culture. She tells us that the benefits of the contact zone are that cultures can interact with each other. and this interaction allows people to learn more about each other. Pratt explains that this intersection of cultures produces ideas and perspectives about people from different cultures..