My first teachers taught me to love reading, and with it, I discovered a vast and diverse world. Through books, I learned to imagine and question, to dream and think. The professors I had throughout my life, and more directly, my grandmother and aunts, showed me that education is a powerful tool for change.

I studied at the Normal School for Boys, so I was trained to be a teacher from high school. Although I didn't see myself practicing it, that teaching spirit was always with me. I fondly remember my first class at the Universidad del Cauca; it was filled with many fears because, although I was well-versed in the subject, I was afraid that I might not communicate what I wanted effectively. But I also had high expectations and great pride in having become a university professor, and even more so, at this institution that is so important for the city, the department, and the country.

As teachers, we have the ability to spark curiosity, foster independent thinking, and provide the necessary tools to understand and transform. That is why today, in my work, there is the imprint of those who taught me to read, to interpret, and to value the power of words.

Being a teacher means having the opportunity to engage with people who expect you to teach them something, in any field. That is why I value my teaching role so much, because it allows me to have dialogues with individuals who have their own life stories, expectations, and multiple potentials. Moreover, this role allows me to become a reference as an intellectual and professional; and I believe that, in a way, it motivates me to perform my work better. Being a teacher is to feel that we have a mentor who influences us both in our personal lives and in our professional careers. Therefore, as educators, we have a great responsibility because we not only teach with our words but also with who we truly are.

Freire said that education should be a practice of freedom. He urged us to go beyond the traditional model and proposed a pedagogy of dialogue, where teachers and students become co-creators of knowledge. "Education does not change the world. It changes people who will change the world," Freire told us, reminding us of the transformative power of our work.

In this dialogical approach, the teacher is not a dictator of knowledge but a facilitator who guides students in developing a critical consciousness about their reality. Freire called this process "conscientization," the ability to understand and act upon the social, political, and economic structures that surround us. Therefore, teachers are not only facilitators but also learners. In this teaching-learning process, we must always be open to learning from our students and adapting to their needs and specific contexts, because "those who teach learn while teaching, and those who learn teach while learning."

Therefore, I am firmly convinced of the relevance of the teacher's role. I don't believe that we ourselves transform lives, but rather that our work lies in motivating others to become the agents of change in their own lives. Transformation does not occur solely because of our intervention but arises with the complicity of others. Our role is to inspire and stimulate so that they begin their own process of transformation. This conviction is fundamental to me, an education that connects with the students' reality.

People place their hopes in education because it represents an opportunity to build a life they can be proud of or serves as a means to access other opportunities. This notion carries immense responsibility because, just as we can motivate people to commit to their learning process, we can also demotivate them. It is crucial to be aware that our work can have both positive and negative impacts on the lives of others. Therefore, when we carry out our work with commitment and full awareness of its transformative potential, we assume a greater responsibility and commitment to our actions.

Therefore, on Teacher's Day, I want to highlight the great responsibility and commitment involved in being a teacher. More than offering congratulations, it is a moment to express gratitude for their dedication, which is fundamental to the very existence of the university. In university life, we learn from the guidance of these teachers, and it is essential not only to recognize their work but also to value their profound sense of belonging to our institution. Through this attachment, they commit and give even more than what is expected of them.

Thank you very much to all the teachers who work tirelessly for this dream of a Bicentennial University, of Excellence and Solidarity, which is #HeritageOfAll.