Um sonho possível : o pensamento de Paulo Freire em licenciaturas em pedagogia

Abstract

Freirean principles are discussed by education professionals around the world who go along with a humanizing education and seek to develop educational practices committed to the utopia of a fairer and more democratic society. However, given the current hegemonic context, Paulo Freire’s thinking presents, in undergraduate teaching courses, specifically in Pedagogy, obstacles and perspectives. In this research, it was thus intended to analyze the perception of two Pedagogy course professors, active in public universities, and some of their students, about the boundaries that they challenge and the possibilities that open to educational practices that, admittedly, they situate Freire’s pedagogy as their main theoretical-methodological reference. Under a neoliberal conjuncture, with the support of authors who research the field and Pedagogy courses, it was aimed to shed light on teaching practices that, admittedly, indicate the Freirean reference as its main source of inspiration. The question that guided the research was: What are the limits and the possibilities of critical emancipatory teaching practices developed in Pedagogy courses in the face of the current policies and guidelines of this teaching degree? The investigation was qualitative and used a bibliographic review, document analysis, interviews with educators and students of the surveyed contexts and content analysis. Paulo Freire is highlighted in the selected theoretical framework, which is complemented by authors such as António Nóvoa, Selma Garrido Pimenta, Marli André and others. The study showed that, despite various limits that make it difficult to practice the liberating education, especially sociocultural and political issues, it is possible to develop teaching with a Freirean inspiration, deepening ways of thinking and building curricula in which subjects are valued in all their dimensions, consider themselves collectively and may have as a common horizon the social transformation. This research offers contributions to studies on the initial and continuing training of teachers, emphasizing assumptions of the humanizing pedagogy.