This study seeks to highlight the power and value of utilizing fairy tales, whether traditional or written by contemporary authors, within the framework of Critical Pedagogy, undoubtedly showcasing the convergence points of Art and Pedagogical science and how they can be combined for the benefit of active, transformative - liberating learning.

Initially, a retrospective is made on the Critical Pedagogy movement, along with an overview of its core theoretical positions and the most significant representatives who influenced contemporary pedagogical thought through their work.

Subsequently, an effort is made to explore how an enduring and timeless narrative genre of oral folk tradition, such as the fairy tale, can be utilized in the educational process within the framework of critical education.

Examples of creative didactic utilization of fairy tales are provided, with a more systematic approach taken to the tale of Snow White within a teaching intervention that addressed the sensitive topic of gender roles.

It also becomes evident how, through a seemingly simple narrative genre like the fairy tale, meaningful, constructive, and fruitful discussions on topics concerning children and adolescents can be initiated.

Simultaneously, the variety and polysemy of interpretive frameworks that fairy tales can offer are highlighted, emphasizing the importance of incorporating and utilizing fairy tales in educational practice for the development of students' creativity.