Freire, Giroux and critical pedagogy as emancipatory praxis

Abstract

This article examines critical pedagogy from the perspective of Paulo Freire and Henry Giroux. It is based on a profound philosophical conception of the human being as an active entity and transformer of reality. Freire situated education as part of the development of critical consciousness, without falling into idealism. He emphasized praxis, informed action, over activism. Education should stimulate transformative capacity, analyzing the systemic conditions that limit human development, rather than being reduced to merely technical issues. In the neoliberal context of commodification, a public pedagogy oriented to individual economic growth prevails, in this sense Giroux will demand that teachers assume themselves as public intellectuals. Critical educators must analyze reality, ally themselves with social sectors and denounce the pedagogical consequences of decadent capitalism. Critical pedagogy must transcend school walls to form consciences capable of analyzing conditions of systemic oppression and promote practices of resistance and social transformation towards alternative forms of civilization, contributing to a radical emancipatory project.