THE ENCHANTMENT OF FREIREAN PEDAGOGY

Authors

Keywords:

Paulo Freire, Education, Praxis, Enchantment

Abstract

In this paper, we reflect on the experiences of Paulo Freire, socialized in the books “Letters to Cristina: reflections on my life and my praxis” (Cartas a Cristina: reflexões sobre a minha vida e minha práxis) and “Fear and daring: the teacher's daily life” (Medo e ousadia: o cotidiano do professor), which show the constituent bases of the enchantment of Freirean pedagogy. Paulo Freire's history with education is worthy of reflection, as his practice led him to idealize a popular education that aimed to make people aware, especially the oppressed and excluded social classes, with a view to social, cultural and political emancipation, what by itself is an indication of his belief in the liberating power of education. Through the reading of these books, we use the five-dimensionality of González (2008) as a methodology to analyze his experiences, focusing on the five dimensions (methodological, epistemological, ontological, axiological and teleological) proposed by him. Besides Freire (2008, 2019 and 2021), scholars of the patron of Brazilian education such as Haddad (2019) and Gadotti (2011), are used to collaborate with the reflection. This study showed us that Freire's life and experiences reinforce the constituent bases of his ideas and, based on them, after a critical treatment, he gave his pedagogy political and epistemological recognition, evidencing his enchantment.

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Author Biographies

Bergson Pereira Utta, Doutorando em Educação pela Universidade Federal do Rio Grande do Norte - Brasil

Mestre em Educação pela Universidade Federal do Maranhão. Professor na Universidade Federal do Maranhão. Membro do grupo de pesquisa em Gestão e Formação de Professores na Educação Básica.

Fredy Enrique González, Professor no Programa de Pós-Graduação em Educação da Universidade Federal do Rio Grande do Norte - Brasil

Doutor em Educação pela Universidade de Carabobo (Venezuela). Professor Aposentado na Universidad Pedagógica Experimental Libertado (Venezuela). Professor convidado em: Universidad de Granada (Espanha), Universidad Mayor de San Andrés (Bolívia), Universidad Autónoma de San Carlos (Guatemala), Universidade Autónoma de Santo Domingo (República Dominicana), Universidad de Cartagena (Colômbia), Universidad del Zulia, Universidad Nacional Experimental de Guayana, Universidad Fermín Toro, Universidad José Antonio Páez, Instituto Pedagógico de Barquisimeto, Instituto Pedagógico de Maturín, Universidad Nacional Experimental Rómulo Gallegos (Venezuela). Diretor-Editor da Revista Paradigma. Membro do Comitê Latino-Americano de Matemática Educativa. 

References

FREIRE, P. Cartas a Cristina: reflexões sobre minha vida e minha práxis. São Paulo: Paz e Terra, 2021.

FREIRE, P. Pedagogia do oprimido. 78. ed. São Paulo: Paz e Terra, 2019.

FREIRE, P; SHOR, I. Medo e ousadia: o cotidiano do professor. 12. ed. Rio de Janeiro: Paz e Terra, 2008.

GADOTTI, M. Boniteza de um sonho: ensinar-e-aprender com sentido. 2. ed. São Paulo: Editora e Livraria Instituto Paulo Freire, 2011. (Educação cidadã 2)

GENTILI, P.; ALENCAR, C. Educar na esperança em tempos de desencanto. Petrópolis, RJ: Vozes, 2001.

GONZÁLEZ, F. E. Apuntes para una crítica pentadimensional de la investigación socioeducativa. Revista Educação em Questão, Natal, v. 32, n. 18, p. 40-78, maio/ago. 2008.

HADDAD, S. O Educador: um perfil de Paulo freire. 1. ed. São Paulo: Todavia, 2019.

ZITKOSKI, J. J. Paulo Freire e a Educação. Belo Horizonte: Autêntica, 2006.

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Published

2022-03-30

How to Cite

Utta, B. P., & González, F. E. (2022). THE ENCHANTMENT OF FREIREAN PEDAGOGY. Cenas Educacionais, 5, e12769. Retrieved from https://revistas.uneb.br/index.php/cenaseducacionais/article/view/12769

Issue

Vol. 5 (2022): CONTINUOUS PUBLICATION

Section

Thematic Dossier - FREIREAN PEDAGOGIC PRACTICES/REFLECTIONS

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