Os movimentos sociais, as favelas e a pedagogia de Paulo Freire: histórias de vida de educadores sociais do Titanzinho

• Autor(a) principal: Barra, Tiago Bruno Areal
• Data de Publicação: 2022
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Ceará (UFC)
• Texto Completo: http://www.repositorio.ufc.br/handle/riufc/69580
• topic: Eucação; Favela; Paulo Freire; Education

Life in the favela, in its sociohistorical dimension, presents itself as an important scenario of various social movements, shares space with vulnerability and ends up building important struggles for the guarantee of rights to its residents. The territory of the favela, more specifically the social scenario of the Favela do Titanzinho, located in the city of Fortaleza/Ceará, locus of this thesis, presents itself as a living space of struggles and resistances, as well as acts in the construction of knowledge and learning among its residents. This fact was investigated against the social background of the Covid-19 pandemic that plagued the Brazilian favelas. In parallel, there were aggressions against social movements by the dimension of the advance of antidialogical fascism. Having this as premise, the present research had as general objective to understand social education as freirean pedagogical formative practice, in the construction of life stories of social educators of favela do Titanzinho. These aspects are analyzed in the light of Paulo Freire's Pedagogy, in order to reflect on pedagogical practices in the territory. As methodology, we used the construction of life histories, through the (auto)biographical method, according to the procedures of the narrative interviews. As a methodological tool, the use of the roaming diary was used through the technique of sensitive listening, as a way to deepen the elements of the investigated environment. As results, it was found that social educators promote important pedagogical practices of dialogical and freirean basis with children and adolescents from the territory of Titanzinho. Finally, it is concluded that there is the premise of a dialogical pedagogy of the favela, created and transformed by the social educators of Titanzinho.