The pedagogy of the oppressed in contemporary education: basics for youth leadership

Abstract

This paper aims to analyze the influence of the work “Pedagogy of the Oppressed” (Freire, 2021b) as a foundation for contemporary approaches to education. For this, through a qualitative methodology, based on the foundation of the work “Pedagogy of the Oppressed,” it was possible to observe an emancipatory education that prioritizes the liberation of the oppressed subject through actions of critical consciousness and social transformation. Present in current education discussions, the work under study becomes a support for expressions of struggle and reflection regarding the affirmation of practices built through critical and autonomous participation throughout the learning process. In this relationship of educational practices embedded in social contexts in an active and reflective way, youth protagonism, in turn, is anchored in the ability to focus educational action on the individual who becomes an active participant in decision-making situations for social transformation. Recognizing the influence of Freire's ideas (2021b) in contexts that emerge today invites us to deepen the analysis that the 'Pedagogy of the Oppressed' already described the individual's role in education with the same intentionality that supports youth protagonism.