The work of Paulo Freire, marked by the revolutionary ideas that emerged in Latin America in the 60s, gives an account of his Catholic belief, inspired by the libertarian expression of the progressive currents of Catholicism, which give rise to Liberation Theology, using elements of the Marxist dialectic, which influences a look and knowledge of history and its time.
Freire took seriously the history and life of his and his people, especially that of the poor, the marginalized, who can only be understood as beings situated in their historical-social context. He always thought about the human, in its context. His work will always be a reference for those who try to build People's Power.
His vision of radical pedagogy is the foundation of the politics of hope. Hope is the defining element of politics and pedagogy. This meant, for him, listening to the poor, the excluded, working alongside them, speaking to them and listening to them so that, in that dialogue, they could understand each other. So that, becoming aware of these power relations, they could act to modify the dominant relations of constituted power. Hope is an "act of moral imagination", which allows advanced educators -and all people- to think and act differently.
Education as an act of love and as a practice of freedom for the transformation of the historical situations of humanity derived from oppression and exploitation. For this reason, his insistence on the awareness of the people through liberating education, promoting self-reflection on his time and space, awakening the multiple forms of contradiction, for the awareness of his liberation.
How distant is this liberating education from banking education, where human beings are seen as an empty container, which must be filled with knowledge -which the owner of knowledge has-, a role played by the educator in charge of exercising oppression and domination.
In the light of these ideas of Freire, focusing on his thinking on popular, liberating education, we conclude that every educator is political -conscious of it or not-, since the politicization of pedagogy is carried out as an act to recover the political sovereignty of the oppressed, associated with cognitive sovereignty, which has to do with the construction of collective knowledge and the production of knowledge.
