Problem posing promotes cooperation and communication between teachers and students. “The problem-posing method does not dichotomize teacher-student activity: she is not "cognitive" at one point and "narrative" at another. She is always "cognitive", both in preparing a project and in dialogue with students. He does not consider objects as his private property, but as objects of reflection for himself and his students. In this way, the problem-posing educator constantly reforms his or her reflections in student reflection. (Freire) The teacher, being the opposite of narrative, can provoke a dialogue between teacher and students, which can result in debates, curiosities and new challenges, which help them to think in a derogatory way. Students can embrace their creativity and have an open perspective based on their own understanding of things, not what they are given. Although Freire gets adequate ideas from problem posing, how can one consider one's teacher an equal? This may lead to students not caring about what the teacher has to offer. There needs to be an authoritative position towards students. Freire's argument holds that the problem-posing method is the only concept necessary for reform to occur and to completely reject the banking concept