This research note is based on the premise that Paulo Freire is an educator of the present and the future. Contrary to research that has confined him to the past, the author emphasises the construction of Freire's thought-action in five historical periods, noting the timeliness and foresight of his ideas for the 21st century. From his first books ("Educação e atualidade brasileira" [1959] and "Educação como prática da liberdade" [1965]) to the last ones published during his lifetime ("Pedagogia da esperança: um reencontro com a Pedagogia do oprimido" [1992] and "Pedagogia da Autonomia" [1996]), the author of this research note discerns reconstructions of concepts, arguments and paradigms that bring Freire up to date and continue to impact educators and specialists around the world. The emphasis, here, is on the inseparability between education and politics and his radical humanism as central axes of his pedagogy. The relevance of dialogic-communicative action in the learning process and the valuing of the learners' knowledge as the starting point for elaborated knowledge enhance the choice of freedom, autonomy and democracy. Freire's defence of the pedagogy of the question and research against the pedagogy of belief and the deposit of knowledge, among other crucial proposals, remain current and are forward-looking. These and other theses, articles, speeches, courses and works recorded over 50 years of Freire's career (1947-1997) justify his inclusion today among the most-cited thinkers in the human sciences, and "Pedagogy of the Oppressed" among the 100 most-read books in the English language. After the centenary of Paulo Freire's birth (2021), references to his political-pedagogical legacy (both practical and theoretical) continue to grow, encourage dialogue with other current thinkers and reaffirm his hope for the work of educators of the present and the future. [Translated into English by Timothy Ireland.]