51 © The Author(s) 2020 M. Pérez, G. Trujillo-Barbadillo (eds.), Queer Epistemologies in Education, Queer Studies and Education, https://doi.org/10.1007/978-3-030-50305-5_4 CHAPTER 4 Queering Freire’s Pedagogies: Resistance, Empowerment, and Transgression in Teacher Training Manuel López Pereyra INTRODUCTION In this chapter, I propose a dialogue between Freire’s critical pedagogy and the Western concept of queer pedagogy. In practice, Freire’s peda- gogies are meant to empower and emancipate oppressed groups, by offering tools to interrogate and deconstruct social structures, and then to transform them. In this sense, queer pedagogy advocates for the inclu- sion of gender and sexualities, which have been systematically excluded and oppressed by the hegemonic groups from education. Thus, the ped- agogical frames offered by queer and critical pedagogy can potentially embody new ways to understand the relationships between gender, sex, and sexualities, and oppressed social and cultural groups. By embracing the two approaches, educators might use these pedagogical perspectives to empower and emancipate oppressed minority groups living within M. López Pereyra (*) Universidad Iberoamericana, Mexico City, Mexico e-mail: manuel.lopez@ibero.mx