Abstract
The philosophical and pedagogical legacy of Paulo Freire continues to shape critical discourses on
education, emancipation, and social transformation more than five decades after the publication of
Pedagogy of the Oppressed (1968). Freire’s work represents far more than a radical manifesto of
literacy; it articulates an enduring philosophy of humanization through dialogue, conscientization, and
praxis. This paper revisits Freire’s vision within the context of twenty-first-century education marked by
neoliberal globalization, digital capitalism, and post-pandemic inequities. It examines how Freire’s
critique of the “banking model” of education—where knowledge is deposited by teachers into passive
students—retains profound relevance in an era dominated by algorithmic control and standardized
accountability regimes. Drawing upon critical theory, decolonial studies, and contemporary pedagogical
innovations, the study situates Freire’s emancipatory pedagogy within the realities of virtual classrooms,
artificial intelligence, and the politics of voice. A mixed-methods inquiry, combining global faculty
surveys, narrative interviews, and discourse analysis, reveals how educators reinterpret Freirean
principles of dialogue, reflection, and action to address issues of inequality, marginalization, and digital
exclusion. The findings demonstrate that Freire’s emphasis on critical consciousness remains an
antidote to the commodification of education and a catalyst for democratic participation in both physical
and virtual learning spaces. The research argues that reclaiming the ethical and dialogic core of Freire’s
pedagogy is imperative for transforming education from a mechanism of domination into a practice of
freedom in contemporary times. Paulo Freire’s Pedagogy of the Oppressed remains one of the most
influential and contested works in the history of educational thought. More than five decades after its
first publication, the Freirean vision continues to animate global debates on emancipation, social justice,
and the moral purpose of learning. This study re-examines Freire’s pedagogy as a living philosophy in
the context of the twenty-first century—a period shaped by neoliberal globalization, data capitalism, and
the algorithmic governance of knowledge. It argues that Freire’s critique of the “banking model” of
education, in which students are treated as passive containers of information, is newly urgent in an age
of standardized metrics, artificial intelligence, and platform-based learning. By situating Freire’s
dialogic, problem-posing, and praxis-oriented approach within contemporary educational systems, the
paper reveals how his call for critical consciousness (conscientização) provides a conceptual and ethical
foundation for re-humanizing education.
education, emancipation, and social transformation more than five decades after the publication of
Pedagogy of the Oppressed (1968). Freire’s work represents far more than a radical manifesto of
literacy; it articulates an enduring philosophy of humanization through dialogue, conscientization, and
praxis. This paper revisits Freire’s vision within the context of twenty-first-century education marked by
neoliberal globalization, digital capitalism, and post-pandemic inequities. It examines how Freire’s
critique of the “banking model” of education—where knowledge is deposited by teachers into passive
students—retains profound relevance in an era dominated by algorithmic control and standardized
accountability regimes. Drawing upon critical theory, decolonial studies, and contemporary pedagogical
innovations, the study situates Freire’s emancipatory pedagogy within the realities of virtual classrooms,
artificial intelligence, and the politics of voice. A mixed-methods inquiry, combining global faculty
surveys, narrative interviews, and discourse analysis, reveals how educators reinterpret Freirean
principles of dialogue, reflection, and action to address issues of inequality, marginalization, and digital
exclusion. The findings demonstrate that Freire’s emphasis on critical consciousness remains an
antidote to the commodification of education and a catalyst for democratic participation in both physical
and virtual learning spaces. The research argues that reclaiming the ethical and dialogic core of Freire’s
pedagogy is imperative for transforming education from a mechanism of domination into a practice of
freedom in contemporary times. Paulo Freire’s Pedagogy of the Oppressed remains one of the most
influential and contested works in the history of educational thought. More than five decades after its
first publication, the Freirean vision continues to animate global debates on emancipation, social justice,
and the moral purpose of learning. This study re-examines Freire’s pedagogy as a living philosophy in
the context of the twenty-first century—a period shaped by neoliberal globalization, data capitalism, and
the algorithmic governance of knowledge. It argues that Freire’s critique of the “banking model” of
education, in which students are treated as passive containers of information, is newly urgent in an age
of standardized metrics, artificial intelligence, and platform-based learning. By situating Freire’s
dialogic, problem-posing, and praxis-oriented approach within contemporary educational systems, the
paper reveals how his call for critical consciousness (conscientização) provides a conceptual and ethical
foundation for re-humanizing education.