In the early decades of the twenty-first century, education has become a frontline in the ideological struggle over the future of global capitalism. The coordinated assault on teachers, curriculum, and institutions of public learning is not an isolated culture war but a structural feature of neoliberal governance. In this context, the pedagogical philosophy of Paulo Freire demands renewed attention—not as an abstract theory of “engaged learning,” but as a revolutionary praxis situated in a broader Marxist tradition of class struggle.¹

Freire’s Pedagogy of the Oppressed, first published in 1970, emerged not from elite seminar rooms but from literacy campaigns among Brazil’s dispossessed.

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