Education, dialogue and practice of freedom in Paulo Freire: reviewing the pedagogyof the oppressed

Abstract

The object of this study is the analysis of the work Pedagogy of the Oppressed in a critical perspective, seekingto reflect on the limitations and potential of education and dialogue in its relationship with the practice of freedom. The focus is on understanding how the work contributes to problematize criticism and dialogue with the transforming function of education, in view of the perspective of what is explained in the book. It examines howthe Freire an proposal for education can think and carry out actions permeated by dialogue and that result in the formation of subjects capable of acting within the scope of the practice of freedom. The reflection is built by lookingat a critical-reflexive “what to do”, since the formation of the subject is treated as something dynamic that (re)builds in the movement of the pedagogical process. The methodological itinerary of the study, which is eminently bibliographic, takes, in particular, chapter 3 “Dialogicity, essence of education as a practice of freedom”, considering facilitating aspects, challenges and incompleteness, both of the subjects and of the training processes. The text points out the fundamentals of Freire’s pedagogy that base the dialogue as a principle that strengthens and(re) measures the practice of freedom that is configured in the possibilities of subjects’ liberation.