Freire opposes the banking model of education, in which knowledge is deposited into passive recipients, with a dialogical pedagogy grounded in collective inquiry and transformation. Education is never politically neutral because it either reproduces an existing world or enables participants to name and alter its conditions. Problem-posing pedagogy begins from lived situations and generative themes, allowing knowledge to emerge through reflection joined to action—praxis. Dialogue is not conversational politeness but an epistemic relation requiring humility, mutual recognition and commitment to changing oppressive structures. Freire’s methodological contribution is to dissolve the fixed opposition between teacher and student without denying differences of experience or responsibility. Subjects become co-investigators of a world understood as unfinished. The work bridges education, political theory, participatory research and emancipatory practice by making critical consciousness inseparable from the collective production of reality.
URBANISM MEETS ART