Educar para a liberdade: a construção da educação libertadora de dom Helder Camara à luz da pedagogia freireana

• Autor(a) principal: Condini, Martinho
• Data de Publicação: 2011
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/9622
• topic: Educação libertadora; Educação libertadora solidária; Pedagogia freireana; Liberating education; Liberating solidarian education; Freirean pedagogy; Curriculum; CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO

This research presents Dom Helder Camara as an educator, through his works, staterments, litherary works and demonstrates how his political educational work ahead of the archdiocese of Olinda and Recife, along the military government (1964-1985), should be understood as an educational liberation work, according to the critical foundations of the freirean pedagogy. Pointing the relation Helder-Freire is relevant for education, because both took a similar way of had a trajectory on the constructing of similar proposals for a liberating church and a liberating education. Different paths with similar ideals. Both, in areas of extreme poverty, worked with the needy strata of society so that they could achieve, through the process of political awareness, that is, the critical understanding of reality, mechanisms to manage the necessary transformations to their lives. Historically, there has been a devaluation and disregard with education in Brazil. There s no quality education accessible to all, the interest in an education of outcome prevails, to the detriment of a comprehensive training education, which produces knowledge in harness with human training and promotion. Therefore, presenting Dom Helder as an educator and his political educational work corroborates and is corroborated by freirean pedagogy. The encounter between Helder and Freire demonstrates that the educational liberator helderean thought, analysed the basis of the freirean pedagogy, has significant contributions to the current Brazilian curriculum