PAULO FREIRE’S CRITICAL PEDAGOGY IN EDUCATIONAL TRANSFORMATION

Abstract

Through critical analysis, the purpose of this article is to reflect critically on some of the key aspects of Paulo Freire s critical pedagogy and its contribution to educational transformation. This study is based on critical interpretation and the concept of some key terms in particular. First, this article gives a glimpse into the background of critical thinking, the theoretical basis of Freire s critical pedagogy, and his life experience. Similarly, Freire s critical thinking on the banking education system, which hinders the development of learner s creative thinking, is discussed. These include the role of oppression and dehumanization of the traditional and banking system of education, dialogue and conscientization, libations and problem-posing education, praxis as the reflection in the situations, the role of political and cultural factors in educational change. Second, based on Freire s critical pedagogy, there is a critical interpretation of the current school system s educational process, Practicing Freedom based Teaching Strategies, curriculum planning, and possible transformation into teacher and learner roles. Therefore, to prepare a citizen inspired by freedom and humanization, it is necessary for learners to have critical pedagogical method that can move forward by establishing a connection between themselves and their environment. This requires collaborative and interactive based policies and teaching. It is hoped that such a study will provide some impetus for the transformation of the existing state of education, and will benefit the qualitative development of education.