Dialogue, critical consciousness, and emancipation: Paulo Freire's legacy for the democratization of Brazilian schools
DOI:
https://doi.org/10.36560/19120262148Keywords:
Critical pedagogy; Paulo Freire; democracy; Brazilian education; critical consciousnessAbstract
This article examines the relevance and challenges of Paulo Freire's critical pedagogy in Brazilian education, highlighting its contribution to promoting democracy and overcoming inequalities. The objective is to analyze how principles such as dialogue, subjectivity, and critical consciousness can transform the school into a space of emancipation. Using qualitative research and a literature review, the analysis reveals that, despite institutional resistance, Freirean pedagogy remains relevant, offering pathways for the formation of autonomous and critical individuals. It concludes that school democratization requires an ethical and political commitment to dialogue and the valuing of students' experiences.
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Accepted 2025-11-26
Published 2025-12-16
