Paulo Freire's legacy remains a cornerstone of our liberating practice, where educating is synonymous with liberation. In this investigation, we emphasize Freire's contributions to teacher education in the 21st century as inspirations for (re)finding humanization. We employ a transmethodical, decolonial, and complex research approach, utilizing rhizomatic deconstruction for intertwined analyses of deconstruction and reconstruction. This paper, authored by scholars from Brazil and Venezuela, critically examines the crisis of teacher education in their respective countries. Our reconstruction reveals that the humanization of education, inspired by Freire, is imperative in the 21st century. We must reject banking education and narratives of oppression in our classrooms. Teachers must act as agents of liberation, fostering an inclusive environment that transforms lives and contributes to a more just and humane world.