Educação brasileira no século XXI: contribuições da pedagogia libertadora e da pedagogia histórico- crítica

• Autor(a) principal: Silva, Mônica Aparecida de Paula
• Data de Publicação: 2018
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/27176
• topic: CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM; Educação brasileira; Contribuições da pedagogia; Pedagogia libertadora; Pedagogia histórico-crítica; Problemas na educação; Teorias pedagógicas; Brazilian education; Contributions of pedagogy; Liberating pedagogy; Historical-critical pedagogy; Problems in education; Pedagogical theories

This is a qualitative and exploratory research based on bibliographical and documentary sources that discusses the contributions of Paulo Freire's liberating pedagogy and Dermeval Saviani's historical-critical pedagogy to the problems faced by brazilian education in the 21st century. For this purpose, this paper sought to present external evaluation results such as Enem, Saresp and Pisa to indicate the low educational quality present in the country, as well as presenting of other worsen factors. Then, it was concerned to characterize the pedagogical theories of both authors. The referenced works ("Education as a practice of freedom", "Pedagogy of the oppressed", "School and democracy" and "Historical-critical pedagogy: first approximations") were presented almost in their entirety, outlining the thinking of the study’s authors. The results show that brazilian education faces social, political and pedagogical problems that can be debated in the light of these theories that preach the democratization of knowledge, the critical formation, and the democratic participation of the individuals in the society and lead to consider that historical and social determinants need to be modified in order to achieve a genuine quality public education. The authors' views about the phenomenon of education contrasts in some respect and reveals yet a concern with the social transformation, so necessary to change the current scenario