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Paulo Freire’s method, widely recognised and studied in many countries around the world, has never really been fully implemented in Brazil. While Freire is celebrated as one of the leading thinkers in education, his critical and dialogical approach faces resistance in his homeland.

Freire advocated an education that promoted critical awareness, encouraging students to become agents of social transformation. However, despite its proven effectiveness, the method has not been widely adopted in Brazilian schools. The reasons for this lack of implementation are diverse, including political and ideological resistance, which often delegitimises pedagogical approaches that challenge the way things are.

While Freire is studied and admired in educational contexts outside Brazil, where his methodology is seen as a model of innovation, at home he is often criticised and dismissed. This dichotomy reveals a worrying reality: the country that could benefit immensely from his ideas is the same one that often stonewalls his legacy.

The lack of appreciation of Freire’s method in Brazil is a reflection of an educational system that often prioritises the transmission of content over the development of critical thinking. In this scenario, education remains stagnant, incapable of promoting real social transformation. Therefore, the figure of Paulo Freire, although emblematic and respected abroad, faces significant challenges to be fully recognised and applied in his own country.