Schools have a social function in contributing to citizenship education, meaning that ready-made methodologies cannot address the complex reality of basic education. Graham Crookes (2013) explains that while there is no single recipe for teaching, specific principles can help teachers develop strategies to promote a critical, democratic, and emancipatory perspective in the additional language classroom.
Associate the key concepts from Critical Pedagogy listed in the first column with their respective descriptions in the second column. 

(1) Context
(2) Negotiated Curriculum
(3) Dialogue
(4) Students’ Reality

( ) The educational practice of bringing elements of the learners’ daily lives and lived experiences into the classroom, ensuring that they find personal meaning and can establish active connections with what they are learning.
( ) The pedagogical understanding of who the learners are, including the specific social backgrounds and environments they are embedded in both inside and outside school, which is fundamental for planning and developing lessons.
( ) The practice of knowledge construction in which speaking and listening are exercised by both teachers and students to understand different perspectives, expand their worldviews, and foster critical reflection through non-hierarchical relations.
( ) The process through which educational content is not established in advance or in isolation from the class, but is instead co-constructed, discussed, and balanced in collaboration with the learners during the educational journey. 

Choose the alternative that presents the correct sequence from top to bottom.