Contributions from the pedagogy of the oppressed to integral preventive education

Abstract

This article aims to emphasize the contributions of Pedagogia do Oprimido (1979, 1987) to Integral Preventive Education in childhood and adolescence. This article is a qualitative and theoretical research, using bibliographic study as methodology. In the social and educational context, in defense of na problematizing education based on awareness, collaboration and participation, Paulo Freire motivates discussions about transformative education, linking it to possibilities of action and dialogue, which builds and reconstructs the subject, because by expressing himself if through the word, the individual creates / recreates the world. It is in this process that emancipation takes place collectively, as education is intrinsically linked to social transformation. Therefore, it is believed that thinking from this perspective increases the concrete chance of a better educational reality, implying an ethical order with social justice, in favor of minimizing violence in the school environment through preventive actions that value humanization.