The Future of Education

This paper examines generative artificial intelligence (AI) through the lens of Paulo Freire's critical pedagogy, exploring how the Brazilian educator and philosopher might assess contemporary AI technologies in education. Drawing on Freire's foundational concepts, the banking model of education, problem-posing pedagogy, conscientisation, dialogue, humanisation, and praxis, this analysis reveals a fundamental tension: generative AI systems can either reinforce oppressive educational structures or serve as tools for liberation, depending on their pedagogical implementation. Recent scholarship (2023–2026) demonstrates that without critical pedagogical framing, AI risks reproducing the banking model by delivering packaged knowledge and fostering passive learning. However, when integrated with Freirean principles, generative AI can support dialogic enquiry, critical consciousness development, and transformative praxis. This paper argues that Freire would view generative AI as neither inherently emancipatory nor oppressive, but rather as a contested terrain requiring deliberate pedagogical choices that centre humanisation, equity, and social justice. The analysis synthesises emerging frameworks for critical AI literacy and proposes practical strategies for aligning generative AI with Freirean aims, whilst identifying persistent risks of technocratic neutrality, algorithmic bias, and the displacement of authentic dialogue. Ultimately, the paper contends that Freire would call for a praxis-oriented approach to AI in education, one that transforms technology from an instrument of domination into a tool for critical consciousness and collective liberation.

Keywords: Paulo Freire, generative AI (GenAI), critical pedagogy, conscientisation, banking model, problem-posing education, AI literacy, educational technology

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