Qualidade da educação básica: contribuições de Paulo Freire para o debate

• Autor(a) principal: Godoy, João Paulo Machado
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/11580
• topic: Qualidade.; Educação básica; Paulo Freire; Políticas avaliativas; Formação docente; Quality; Basic education; Evaluative policies; Teacher training; CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM

This dissertation was motivated by the following research question: what are the contributions of Freire's theory to the debate around the quality of education today? It had as theoretical support, above all, the elaborations of Paulo Freire. The study was conducted with three central objectives: 1) To identify, describe and analyze the characteristics of the current social, political and economic context in which the debate on the quality of education and the school is inserted; 2) Identify, describe and analyze the debate around the concept of quality of education that is currently in place, considering a ten-year time frame and; 3) Identify, describe and analyze Freire's contributions to the debate around the quality of education theme. The research followed the guidance of a bibliographic study and was organized from three major categories of analysis, due to its recurrence in the debate of the last decade: Concept of educational quality, Evaluative Policies and Educational Quality and Training Policies, Teaching Career and Educational Quality. Such categories emerged from studies related to the quality of education published in journals of excellence (with the highest rating given by Capes) in the last decade (2009-2019) located on the CAPES Journal Portal, and the main Freire contributions to the debate were also systematized based on them. The analysis of the results showed that, in the scope of the debate on the definition of what educational quality is, there is a distinction between quality from an economic point of view and from a social point of view, and that, for the latter, one must take into account a multiplicity of intra and extra-school factors, and Freire's theory contributes to the theme, in particular, from the concepts of banking education and problematizing education; in the scope of the debate on evaluative policies, there is a prominence of test results as a synonym for educational quality, which should be viewed with caution, be it due to the limitations of the evaluations, or to their inappropriate uses and developments, and Paulo Freire , although it is not contemporary to the phenomenon of the proliferation of large scale evaluations in Brazil, it contributes to the establishment of an understanding of dialogical evaluation, as an instrument for liberation for both students and educators, and never as an end in itself; finally, in the context of the debate on training and career policies, it advocates for the improvement of salary and other elements of the career, as much as it is thought in a reflexive-critical training, which allows the educator to be autonomous subject of his own practice , and Freire, in line with these studies, prescribes the permanent education of the educator and his professional valorization as autonomous professionals and not "uncles" or "aunts". It is concluded that the educational perspective of Freire, democratic, emancipatory and critical has much to contribute to the main findings of the last decade on the topic of educational quality.