<![CDATA[This article explores Paulo Freire's notion of education as a means of humanization through a critical review of literature. Freire critiques the banking model of education, which reduces students to mere passive recipients of knowledge, thereby stripping them of their humanity. In contrast, Freire proposes a dialogical pedagogy that positions students as active participants in the process of knowledge acquisition and self-liberation. This research delves into the primary texts of Freire's philosophy, notably Pedagogy of the Oppressed, Education: The Practice of Freedom, and Pedagogy of Hope, while relating them to modern educational contexts. The results indicate that achieving humanization in education necessitates at least three essential components: dialogue, critical consciousness (conscientização), and praxis. Freire's ideas continue to be pertinent in tackling current educational challenges, such as dehumanization through standardization, disparities in access, and the prevalence of oppressive power dynamics within educational frameworks. The conclusion of this study asserts that Freirean education offers a fresh perspective on understanding education not simply as the transfer of knowledge, but as a liberating human endeavor aimed at achieving full humanity.]]>
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