Por uma pedagogia latino-americana: pressupostos antropológicos da educação na pedagogia do oprimido

• Autor(a) principal: Ribeiro, Dulcinéia Aparecida Ferraz
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFLA
• Texto Completo: http://repositorio.ufla.br/jspui/handle/1/39079
• topic: Freire, Paulo, 1921-1997; Educação; América Latina; Emancipação; Education; Latin America; Emancipation; Educação

The general objective of this research was to analyze what it means to educate, today adopting the Freirean perspective. Based on this perspective, the research question that guided this work was: how can the Pedagogy of the Oppressed (1988) contribute to human formation, in contexts of retreats of emancipatory educational practices? From this restlessness, a study of Paulo Freire's work was carried out, starting from the book Pedagogy of the Oppressed, complementing with other more recent works describing Paulo Freire's thinking in Latin America. What we call in this research of Latin American Pedagogy, is linked to Freirean theory and were considered the following elements: education as an instrument of political and social liberation; the integral formation of the human being and the contribution of the school to promote human development and liberation. The methodological procedure that guided this research was the theoretical-bibliographic study in a qualitative approach permeated with the experience of the researcher educator. The inferences were established through analyses and interpretations in search of new discoveries in which we obtained as results, the meaning of educating, nowadays, based on Freirean theory and its connection with Latin-American Pedagogy, as well as the announcement of other possibilities to educate for a possible future, in continuity with the critical and pedagogical history of Paulo Freire's thinking.