Critical pedagogy was born mostly through the work of Paulo Freire. Freire writes about an education that will not serve the oppressor, but it will help the oppressed to reach the critical consciousness so that they can realize the world that is around them and be able to change it. This way, the oppressed will be able to fight for their needs. This research investigates how the principles of critical pedagogy can correspond to the principles of the school building design. The existing typology of the school buildings serves an authoritarian model of the educational process. The rows of the school desks, the areas that are not accessible to everyone, the blackboard and the lifted teacher’s desk in the classroom serve a situation where the teachers can easily control the student’s movement and behavior, intensify the hierarchical relations at school and inhibit the students’ creativity. Communication, dialogue and cooperation are all out of the educational process. However, there are examples of school building design that are different from the traditional typology, such as the example of pedagogical redesign (Dimitri Germanos’s study). According to this project, the classroom is redesigned so that it can help a more free teaching model to exist. The desks are organized into groups, and the room is flexible so that the students will be able to change it according to their needs. Based on these examples, but going also beyond them, this study investigates how a school of critical pedagogy could be. How a school of a liberating education system could be, whose goal will be to form critical personalities and people who will choose to fight for their future.