Pedagogical processes for latin american liberation in Paulo Freire and Enrique Dussel

Abstract

This article aims to examine the pedagogical processes directed toward Latin American liberation, grounded in the thought of Paulo Freire and Enrique Dussel. The research was conducted through a qualitative and bibliographic approach, engaging with central works of both authors and critical studies on emancipatory education. In Freire, the pedagogy of the oppressed highlights dialogue and conscientization as practices for overcoming oppression; in Dussel, the philosophy of liberation emphasizes the ethics of alterity and responsibility toward the excluded. The findings indicate that both perspectives offer important contributions for rethinking the school as a space of resistance to the coloniality of knowledge and of valorization of popular culture. Furthermore, their critique remains relevant in light of the growing dominance of artificial intelligence in the economy, culture, and education, which reinforces inequalities and demands liberating and supportive pedagogical practices in defense of human dignity.