A look at Freirean Assumptions in Dissertations and Theses in the Context of Pedagogy

• Autor(a) principal: Nadalon Pereira, Diuliana
• Data de Publicação: 2022
• Outros Autores: Muenchen , Cristiane
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Tear: Revista de Educação Ciência e Tecnologia
• Texto Completo: https://periodicos.ifrs.edu.br/index.php/tear/article/view/5533

Abstract: This qualitative study investigated, between 2008 and 2018, how Brazilian dissertations and theses, in the context of Pedagogy, have been approaching Freirean assumptions. Educator Paulo Freire favors reflections that transcend the pedagogical dimension, also contributing in the political, social and discussions of theoretical, methodological and epistemological aspects that help to overcome a banking education. The research identified in this article was analyzed, initially, with the presentation of a more general panorama and, later, from the methodology of Discursive Textual Analysis, in which three categories emerged: a) knowledge necessary for educational practice: the Freirean look at the teacher training; b) implementation of Freirean approaches in Pedagogy courses; and, c) curriculum: from concepts to implications and initial training. The results indicate that the researches discuss and use Freirean assumptions, such as: dialogue, criticality, problematization, awareness, among others, which are considered necessary knowledge for an educational practice coherent with the liberating perspective. Furthermore, there is a concern with curricular issues in line with Paulo Freire's assumptions, although it is still incipient. Thus, this study has its contributions anchored in the mapping and characterization of dissertations and theses research that use the Freirean framework, as well as evidence of gaps and possible directions for the continuity of studies on the subject. Keywords: Paulo Freire. Pedagogy. Researches.