Pedagogical letters in the process of liberating education at the Sagrado Coração Community Secondary School in Amatongas/Mozambique-Africa

Abstract

This article was developed from the master's research (Ferreira, 2024), with the general objective of presenting pedagogical letters as liberating correspondences at the Sagrado Coração Community Secondary School in Amatongas (ESCSC-Amatongas). It is a qualitative study inspired in experience systematization (Jara, 2006) which used Pedagogical letters to collect data (Dickmann, 2020; Coelho, 2011). The text is divided into an introduction; three sections called: (a) “Ugliness” and “Beauty”: The Escola Secundária Comunitária Sagrado Coração/Mozambique-Africa in focus (b) Brief biography of Paulo Freire (c) Paulo Freire and the pedagogical letters; and Final considerations in the format of a pedagogical letter listing the processes that validate such correspondences as liberating education at ESCSC-Amatongas. This aspect is present in the correspondences that highlight the education context transformation role through the popular participation of its subjects. The School Council appears as a connection mechanism transforming students, their families, the community and other territories.