Critical Pedagogy as a Tool for Liberation: A Comparative Study of the Educational Thought of Antonio Gramsci and Paulo Freire

Abstract

This comparative methodological study aims to explore the roots, foundations, and outcomes of the educational thought of Paulo Freire and Antonio Gramsci. It examines the extent of their alignment with the requirements of contemporary educational paradigms, including active learning, collaborative learning, digital education, adaptive learning, and human rights education. The study employs a descriptive-analytical and comparative approach, based on the content analysis of primary works and secondary studies. This is conducted through a comparative framework encompassing dimensions of content, pedagogy, tools, assessment, and policies. The study concludes with a set of theoretical and practical recommendations for integrating the Freire-Gramsci approaches into curriculum reform, teacher training policies, and both formal and non-formal education programs.