Abstract
Abstract Studies that address the issue of the necessary values for a liberating education have been using authors such as Paulo Freire and Enrique Dussel. In this context, the present study aimed to characterize the axiological-transforming praxis of ethical-critical education. For this, a theoretical study was carried out with three points of discussion as reference: i) the theoretical-methodological relations between Freire's liberating pedagogy and the philosophy of Dusselian liberation; ii) Thematic Investigation contributions to the development of a Liberator Pedagogical Project; iii) the axiological perspectives from the relationship between pedagogy and the philosophy of liberation. This articulation allowed to understand the importance of popular culture values in the development of an ethical-critical educational process.
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