Writing in a context marked by inequality and political repression in Brazil, Paulo Freire argued that education is not neutral: it either reinforces existing power structures or creates space for people to question and reshape them. Before Pedagogy of the Oppressed, Freire had already outlined key elements of what he called a liberating education in earlier works such as Education as the Practice of Freedom. Central to his approach is dialogue as a way of redistributing voice and enabling shared responsibility in decision-making processes, a perspective grounded in a political commitment to confronting injustices. These ideas continue to resonate in practices that seek to move away from top-down approaches, opening space for participation, collective reflection, and more horizontal forms of engagement in communities and schools.
For those interested in learning more about Freire’s life and thought, this interview offers a valuable introduction in English. | 
