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From Freire's Critical Pedagogy to the Age of Artificial Intelligence: Continuities, Ruptures, and New Educational Challenges

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Title: From Freire's Critical Pedagogy to the Age of Artificial Intelligence: Continuities, Ruptures, and New Educational Challenges
Language: English
Authors: Marceli Aquino (ORCID 0000-0003-0518-7639)
Source: Science Insights Education Frontiers. 2026 33(2):5387-5401.
Availability: Insights Publisher. The Bonoi Group, 725 West Main Street, Suite F, Jamestown, NC 27282. Tel: 336-734-3249; e-mail: eic_sief@bonoi.org; Web site: http://bonoi.org/index.php/sief
Peer Reviewed: Y
Page Count: 15
Publication Date: 2026
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Postsecondary Education
Descriptors: Critical Theory, Artificial Intelligence, Educational Change, Technology Uses in Education, Barriers, Technological Advancement, Critical Literacy, Second Language Instruction, Second Language Learning, German, Foreign Countries, Educational History, Educational Practices, Technology Integration, Higher Education
Geographic Terms: Brazil
ISSN: 2644-058X
2578-9813
Abstract: This article examines the historical and contemporary relevance of critical pedagogy for language education in the digital age. Grounded in Paulo Freire's conception of education as the practice of freedom, it traces the global evolution of this pedagogical tradition and discusses its encounters with digital technologies and artificial intelligence. Drawing on a conceptual, literature-based analytical approach, the article articulates a clearer research focus by examining how critical literacy, critical digital literacy, and emerging forms of critical AI literacy can inform language learning in technologically mediated contexts. Within this landscape, we explore how AI-based activities can support reflective engagement and serve as mediating resources for contextualized, interest-driven language learning connected to students' realities. Rather than presenting empirical cases, we propose a pedagogical framework grounded in critical pedagogy for analyzing and designing AImediated language practices. Building on Freirean traditions of dialogue, praxis, and critical consciousness, we argue that engaging with AI and digital media, through analysis and pedagogical design, can open new spaces for inquiry and dialogue in language teacher education. The aim is to foreground how critical pedagogy can guide ethical, dialogic, and humanizing approaches to language education in digitally and algorithmically saturated contexts.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506336
Database: ERIC
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  Data: From Freire's Critical Pedagogy to the Age of Artificial Intelligence: Continuities, Ruptures, and New Educational Challenges
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  Data: Insights Publisher. The Bonoi Group, 725 West Main Street, Suite F, Jamestown, NC 27282. Tel: 336-734-3249; e-mail: eic_sief@bonoi.org; Web site: http://bonoi.org/index.php/sief
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  Data: This article examines the historical and contemporary relevance of critical pedagogy for language education in the digital age. Grounded in Paulo Freire's conception of education as the practice of freedom, it traces the global evolution of this pedagogical tradition and discusses its encounters with digital technologies and artificial intelligence. Drawing on a conceptual, literature-based analytical approach, the article articulates a clearer research focus by examining how critical literacy, critical digital literacy, and emerging forms of critical AI literacy can inform language learning in technologically mediated contexts. Within this landscape, we explore how AI-based activities can support reflective engagement and serve as mediating resources for contextualized, interest-driven language learning connected to students' realities. Rather than presenting empirical cases, we propose a pedagogical framework grounded in critical pedagogy for analyzing and designing AImediated language practices. Building on Freirean traditions of dialogue, praxis, and critical consciousness, we argue that engaging with AI and digital media, through analysis and pedagogical design, can open new spaces for inquiry and dialogue in language teacher education. The aim is to foreground how critical pedagogy can guide ethical, dialogic, and humanizing approaches to language education in digitally and algorithmically saturated contexts.
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