EDUCATION: CONTRIBUTIONS OF PAULO FREIRE’S THOUGHT TO THE CONTEMPORARY SCHOOL

Abstract

The debate on the social role of the school has been marked by tensions between educational models guided by instrumental rationality and pedagogical proposals committed to human development and democratic participation. In this context, the thought of Paulo Freire remains a central reference for educational reflection, particularly with regard to the construction of pedagogical practices aimed at the emancipation of subjects. This article aims to analyze the contributions of Freirean pedagogy to the understanding of education as a formative process oriented toward critical consciousness, dialogue, and the active participation of students in the production of knowledge. The research is characterized as a qualitative study based on a bibliographic review of works by Paulo Freire and authors who engage with his theoretical contributions in the field of education. The analysis focuses on key concepts of Freirean pedagogy, such as dialogicity, the problematization of reality, conscientization, and educational praxis, relating them to discussions about the social role of the school and the formation of subjects capable of critically interpreting social reality. The results indicate that the Freirean perspective provides theoretical and political foundations that contribute to the development of more democratic educational practices, in which teachers and students actively participate in the teaching and learning process. By recognizing learners as historical subjects and producers of knowledge, Freirean pedagogy proposes an education committed to social transformation and to the expansion of opportunities for civic participation. It is concluded that Paulo Freire’s thought remains relevant for contemporary educational reflection, particularly in addressing educational inequalities and in defending an education oriented toward human emancipation and social justice.