This study examines the role of truth in Paulo Freire's critical pedagogy, challenging the dominant relativist interpretation and proposing a dialectical perspective that integrates metaphysical, intersubjective, and absolute dimensions of truth. Freire’s educational philosophy has had a profound and lasting impact on institutions of learning worldwide. His work continues to inspire educators seeking to foster critical thinking and empower marginalized communities in diverse educational contexts, in Europe, where his pedagogy has influenced democratic and progressive educational frameworks (Mayo, 2004; Torres, 1998). However, despite Freire’s influence, the way his critical pedagogy is often understood, especially regarding the nature of truth, remains oversimplified and misrepresented.

Many scholars in the field of critical pedagogy emphasize its relativistic aspects, which focus on questioning existing social structures, exposing inequitable power systems, and validating multiple perspectives (Giroux, 1988; McLaren, 1993; Shor, 1992). This widespread interpretation views Freire’s critical pedagogy as an approach that encourages subjectivity and inclusivity of diverse interpretations of reality while rejecting the notion of objective or universal truth. However, I argue that a deeper reading of Freire’s work—an enduring inspiration for education that seeks to integrate critical approaches with pedagogical practices—reveals complex dimensions that transcend purely relativistic views. Freire does not merely advocate for relativism; he presents a dialectical conception of truth, blending idealistic-transcendent and absolute truth with intersubjective and relative truth. This interpretation sheds new light on Freire’s critical pedagogy, positioning it as a multifaceted, relevant approach, particularly in the post-truth era, where the question of truth lies at the heart of educational discourse.

The era in which we live is often referred to as the "post-truth era." Oxford Dictionary (2016) declared this term as the "Word of the Year," describing a time when objectivity is sidelined to the extent of being inconsequential in shaping public opinion, facts are disregarded, and emotional appeals prevail. In our time, truth has become irrelevant (Horsthemke, 2017). For example, if we were asked to describe the qualities of a politician, it is unlikely that truthfulness would feature prominently in our description of the profession (Arendt, 2005). Yet, can we disengage from the expectation that educators reflect and uphold certain standards and strive to teach truth? How can education operate in a time when truth is despised, and any so-called subjective truth might be considered legitimate, even when it distorts reality?

In this reality, educators face increasing challenges, as questions such as "How do we educate for truth?" and "What is the purpose of education?" become more complex and elusive (Amy, 2016; Reznitskaya & Wilkinson, 2017). While some educational systems, such as in Sweden (Henrekson & Wennström, 2019), attempt to address the crisis through liberal pedagogical approaches, scholars critique the indecision and tendency to abandon established educational methods in favor of relativistic approaches that fail to prove effective (Hobbs, 2017; Norris, 2020). European educational institutions increasingly grapple with how to integrate critical pedagogy in a way that acknowledges the importance of truth while fostering democratic discourse and resistance to authoritarian knowledge structures.

Freire does not address the concept of truth directly, but an in-depth reading of his seminal work Pedagogy of the Oppressed (2014) and the central components underpinning his philosophy, such as metaphysics, dialectics, and praxis, reveals his implicit conception of truth. This analysis demonstrates that the notion of truth plays a pivotal role in Freire’s critical pedagogy, presenting a unique paradigm that combines metaphysical, intersubjective, and dialectical dimensions. Understanding this aspect of Freire’s philosophy is essential for European educators striving to cultivate critical consciousness while maintaining a commitment to truth, particularly in the face of rising populist and nationalist educational agendas.

The methodology employed in this lecture combines philosophical analysis with a close reading of Freire’s foundational texts, particularly Pedagogy of the Oppressed (1981). Drawing on hermeneutical methods, this analysis examines three central philosophical constructs: metaphysics, dialectics, and praxis, to uncover Freire’s implicit conception of truth. These constructs are situated within broader philosophical traditions, connecting Freire’s ideas to historical conceptions of truth as outlined by Yadlin-Gadot (2016). By categorizing truth into six epistemological frameworks—idealistic truth, correspondence theory, coherence theory, pragmatic truth, subjective-existential truth, and intersubjective truth—this study establishes a comprehensive lens through which to interpret Freire’s unique dialectical synthesis. The methodological focus on textual analysis allows for the identification of Freire’s seventh, dialectical conception of truth, which integrates universal ideals with subjective and intersubjective dimensions.

This study reveals that Freire’s concept of truth is deeply rooted in his dialectical philosophical framework, which integrates metaphysics, dialectics, and praxis as foundational components of his critical pedagogy. Freire’s metaphysical perspective underscores his belief in a transcendent reality, emphasizing human potential to strive for justice and transformation while recognizing the constraints of existing social structures. His dialectical approach situates truth within a dynamic and evolving process, emerging through the interplay of contradictions and the synthesis of opposing forces, leading to continuous development. Praxis, as an essential dimension of Freire’s thought, binds critical reflection with transformative action, reinforcing truth as an active and engaged process rather than a static or predetermined entity. The findings demonstrate that Freire’s conception of truth is neither purely absolute nor entirely relative. Instead, it unfolds within a dialectical dynamic that merges universal ideals with concrete, intersubjective realities. Truth, in this view, is discovered and constructed through dialogue, action, and the ongoing critical engagement of individuals with their sociopolitical contexts. This interpretation positions Freire’s pedagogy as a compelling response to the challenges of the post-truth era, where the erosion of objective truth necessitates educational approaches that cultivate both critical inquiry and ethical responsibility. By analyzing the interplay of metaphysics, dialectics, and praxis, this study presents Freire’s critical pedagogy as a multidimensional framework that not only challenges relativist interpretations but also offers a pathway for engaging with truth in education. This understanding reinforces Freire’s enduring relevance in contemporary educational discourse, particularly in fostering democratic participation and social justice in times of epistemic uncertainty.

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