Ontology and Emancipation in Pedagogy of the Oppressed: Between Revolutionary Action and Oppressive Action

Abstract

This article analyzes Paulo Freire's "Pedagogy of the Oppressed," emphasizing its ontological and emancipatory dimension within the context of its writing during his exile in Chile in 1968. Situated within a historical context marked by political, social, and ideological tensions, the work has become a fundamental reference point in the field of the human and social sciences, transcending Latin American borders and assuming a universal character. The study highlights the process of developing the central categories of Freirean thought, with emphasis on the Theory of Revolutionary Action and the Theory of Oppressive Action, understood as key interpretive frameworks for analyzing relations of domination and the possibilities for social transformation. Furthermore, it underscores the centrality of dialogue as the ontological foundation of human existence and as a constitutive element of liberating praxis, understood as the unity of action and reflection. In this sense, Freirean pedagogy is approached as a critical proposal that aims at raising the consciousness of individuals and overcoming oppressive structures, guided by the human vocation to "be more." Finally, the article highlights the heuristic importance of the manuscript, as it allows for a broader understanding of the genesis of Freire's thought, reaffirming the relevance and timeliness of his contribution to building an education committed to humanization and social transformation.