The introduction to Paulo Freire's work emphasizes the importance of clarifying fundamental concepts for understanding his ideas on education as cultural action for freedom. Freire argues that education should be an act of knowing, not mere memorization, and that it cannot be reduced to a mechanistic theory. He critiques the notion of education as a series of standardized techniques, which fails to recognize the complex totality of the educational process. Freire discusses the socio-historical conditioning of his thinking, highlighting the alienation in dependent or object societies where thought-language is alienated and does not reflect the objective reality. He emphasizes the need for critical reflection on these conditions and the importance of recognizing the right to speak and express oneself authentically. In the first part, "The Adult Literacy Process as Cultural Action for Freedom," Freire argues that every educational practice implies a concept of man and the world. He asserts that the process of orientation in the world involves thought-language and the act of knowing through praxis, transforming reality. Learning to read and write should be seen as an act of knowing, where learners assume the role of creative subjects, reflecting critically on the process and the significance of language. Freire criticizes the "digestive" concept of knowledge, where illiteracy is seen as a poison, and emphasizes the importance of understanding the relationship between speaking the word and transforming reality. He proposes a method of education that involves authentic dialogue between teachers and students, using codification and decodification to analyze and critically reflect on existential situations. This method aims to help learners recognize their relationships with the historical-cultural world and develop a more critical view of their reality.The introduction to Paulo Freire's work emphasizes the importance of clarifying fundamental concepts for understanding his ideas on education as cultural action for freedom. Freire argues that education should be an act of knowing, not mere memorization, and that it cannot be reduced to a mechanistic theory. He critiques the notion of education as a series of standardized techniques, which fails to recognize the complex totality of the educational process. Freire discusses the socio-historical conditioning of his thinking, highlighting the alienation in dependent or object societies where thought-language is alienated and does not reflect the objective reality. He emphasizes the need for critical reflection on these conditions and the importance of recognizing the right to speak and express oneself authentically. In the first part, "The Adult Literacy Process as Cultural Action for Freedom," Freire argues that every educational practice implies a concept of man and the world. He asserts that the process of orientation in the world involves thought-language and the act of knowing through praxis, transforming reality. Learning to read and write should be seen as an act of knowing, where learners assume the role of creative subjects, reflecting critically on the process and the significance of language. Freire criticizes the "digestive" concept of knowledge, where illiteracy is seen as a poison, and emphasizes the importance of understanding the relationship between speaking the word and transforming reality. He proposes a method of education that involves authentic dialogue between teachers and students, using codification and decodification to analyze and critically reflect on existential situations. This method aims to help learners recognize their relationships with the historical-cultural world and develop a more critical view of their reality.