Abstract

This reflection essay critically examines the enduring significance of Paulo Freire’s Pedagogy of the Oppressed (1970), an educational philosophy in contemporary teaching and learning contexts. This work reexamines and explores the fundamental concepts of Freire’s schooling philosophy, such as critical awareness, experiential education, and practical application in modern educational practices. Additionally, these theories are still relevant today. The article draws attention to the significance of experiential and project-based learning methods in fostering learners’ agency and deepening their comprehension of concepts by drawing parallels between Freire’s vision and modern pedagogical approaches. Moreover, it emphasizes the evolution of education, transcending traditional classroom boundaries and aligning with Freire’s belief in education as a dynamic and dialogic process. Freire’s teachings inspire educators and advocates in an era marked by a pressing need for social justice and equity, offering valuable insights for fostering a more inclusive and equitable society through transformative education.