O conflito no centro do ato pedagógico : contribuições Freireanas para a formação e autoformação de sujeitos

Abstract

The master's thesis presents a critical reflection on conflicts and their treatment through legal perspectives and educational initiatives aimed at social justice. It highlights the inadequacies of institutions in addressing human subjectivity and the complexity of conflicts. It critiques the positivist legacy that curtails extensive interpretation of the law and diverges from social constructions under the democratic perspective of humanization, thereby hindering both personal and professional development. Furthermore, the thesis underscores the importance of a pedagogy focused on teaching and learning that incorporates political engagement, dialogic interaction, and reflective thinking. This pedagogical approach facilitates awareness, emancipation, and reflective action on rights and responsibilities, aligned with Paulo Freire's theories. The research is driven by the desire to propose a new approach to conflict resolution from the perspectives of citizenship and a culture of peace, thus bridging the gap with human realities and promoting individual autonomy. The text criticizes prescriptive conflict resolution methods and emphasizes the need for individuals to develop reflective capacities and awareness of their conditions and transformative potentials. Consequently, it proposes a pedagogical approach to conflicts inspired by Freirean principles, constructing a conceptual framework of conflict as a pedagogical act aimed at transforming the understanding and management of conflicts, arguing that education is essential in the pursuit of a more just and democratic society. This is supported by a literature review using Paulo Freire as the primary reference, supplemented by Maria Amélia do Rosário Santoro Franco, Ana Maria Saul, and Alexandre Saul, and further enriched by other authors from the Global South with a critical and progressive perspective. Academically, research expands the understanding of how educational practices can be strategically employed to foster a culture of peace, emphasizing the importance of preparing educators to manage conflicts effectively and empathetically. From a practical perspective, we provide valuable insights for the development of teacher training programs and public policies that highlight a novel approach to conflict resolution through mutual understanding, solidarity, and cooperation as foundational elements of education.