From didactic formalism to the experience of consciousness: Paulo Freire and the democratic substantivity in the public-popular school

Detalhes bibliográficos
Autor(a) principal: Ghiggi, Gomercindo
Data de Publicação: 2019
Outros Autores: Chaves, Priscila Monteiro, Pereira, Dirlei de Azambuja
Tipo de documento: Artigo
Idioma: por
spa
Título da fonte: Revista Ibero-Americana de Estudos em Educação (Online)
Texto Completo: https://periodicos.fclar.unesp.br/iberoamericana/article/view/11144
Resumo: This theoretical-bibliographic study is based on Paulo Freire's theory to denounce the neglect of the didactic function in the development of the experience of consciousness (HEGEL, 2014) as well as its objective is to analyze its misguided attempt to give prominence to the socialization of the cultural aspects already agreements. The formation of a flow of disseminators, admirers and commentators concentrated in universities and who, under the protection of Freire's intellectual tradition and revolutionary discourse, eventually turned him into an author (BRAYNER, 2015). In addition to weakening a pedagogical conception of popular education, aesthetic, cultural and political foundations that underlie beyond the classroom, have been modified. Assuming the directivity of education in a democratic perspective is one of the points of reflection of this study. An education for freedom has nothing to do with spontaneism. However, didactics has been an area greatly impaired by a reading that is not committed to the latest philosophical educational paradigms. Misplaced positions have been adopted in the name of a supposed respect for the individuality of the student, who are nothing more than a licentious spontaneism under the pretext of non-directive practices. This conflict shows the need for a better explanation of the intrinsic relationship between didactic-pedagogical political aspects and the freedom of the experience of consciousness, which Freire (1990) called democratic substantivity.
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spelling From didactic formalism to the experience of consciousness: Paulo Freire and the democratic substantivity in the public-popular schoolDel formalismo didáctico hacia la experiencia de la conciencia: Paulo Freire y la substantividad democratica en la escuela pública-popularDo formalismo didático à experiência da consciência: Paulo freire e a substantividade democrática na escola pública-popularDemocratic substantivityExperience of consciousnessPaulo FreireDidacticsPublic-popular schoolSustantividad democráticaExperiencia de la concienciaPaulo FreireDidácticaEscuela pública-popularSubstantividade democráticaExperiência da consciênciaPaulo FreireDidáticaEscola pública-popularThis theoretical-bibliographic study is based on Paulo Freire's theory to denounce the neglect of the didactic function in the development of the experience of consciousness (HEGEL, 2014) as well as its objective is to analyze its misguided attempt to give prominence to the socialization of the cultural aspects already agreements. The formation of a flow of disseminators, admirers and commentators concentrated in universities and who, under the protection of Freire's intellectual tradition and revolutionary discourse, eventually turned him into an author (BRAYNER, 2015). In addition to weakening a pedagogical conception of popular education, aesthetic, cultural and political foundations that underlie beyond the classroom, have been modified. Assuming the directivity of education in a democratic perspective is one of the points of reflection of this study. An education for freedom has nothing to do with spontaneism. However, didactics has been an area greatly impaired by a reading that is not committed to the latest philosophical educational paradigms. Misplaced positions have been adopted in the name of a supposed respect for the individuality of the student, who are nothing more than a licentious spontaneism under the pretext of non-directive practices. This conflict shows the need for a better explanation of the intrinsic relationship between didactic-pedagogical political aspects and the freedom of the experience of consciousness, which Freire (1990) called democratic substantivity.El presente estudio de cuño teórico-bibliográfico se apoya en la teoría freiriana para denunciar la obsolescencia del papel de la didáctica en lo que se refiere a la experiencia de la conciencia (HEGEL, 2014), bien como visa a analizar a su equivocado intento de dar preeminencia a la socialización de los aspectos culturales ya convenidos. La constitución de un flujo de divulgadores, admiradores y comentadores concentrados en las universidades e que, bajo la égida de la salvaguardia de la tradición intelectual y del discurso revolucionario de Freire, acabó por convertirlo en un autor (BRAYNER, 2015). Además de atenuar una concepción pedagógica de educación popular, preceptos estéticos, culturales y políticos que fundamentan para más allá del quehacer en el salón de clases, que fueron cambiados. Asumir la directividad de la educación en una perspectiva democrática es uno de los puntos de reflexión de este estudio. Una educación para la libertad nada tiene que ver con el espontaneísmo. Todavía, la didáctica ha sido un área muy perjudicada por una lectura descomprometida de los más recientes paradigmas filosóficos educacionales. Posicionamientos equivocados están siendo adoptados en nombre de un posible respeto a la individualidad del alumno, que son nada más que espontaneísmo licencioso bajo el pretexto de prácticas no directivas. Ese conflicto demanda mejor elucidación de la relación intrínseca de entre los aspectos políticos, didácticos-pedagógicos y la libertad de la experiencia de la conciencia a que Freire (1990) ha llamado sustantividad democrática.O presente estudo de cunho teórico-bibliográfico ancora-se na teoria freiriana para denunciar a obsolescência do papel da didática no que compete à experiência da consciência (HEGEL, 2014), bem como visa analisar a sua equivocada tentativa de dar proeminência à socialização dos aspectos culturais já convencionados. A constituição de um fluxo de divulgadores, admiradores e comentadores concentrados em universidades e que, sob a égide da salvaguarda da tradição intelectual e do discurso revolucionário de Freire, acabou por convertê-lo em um autor (BRAYNER, 2015). Além de atenuar uma concepção pedagógica de educação popular, preceitos estéticos, culturais e políticos que fundamentam para além do fazer da sala de aula foram se modificando. Assumir a diretividade da educação em uma perspectiva democrática é um dos pontos de reflexão deste estudo. Uma educação para a liberdade nada tem a ver com o espontaneísmo. Todavia, a didática tem sido uma área bastante prejudicada por uma leitura descompromissada dos mais recentes paradigmas filosóficos educacionais. Posicionamentos equivocados vêm sendo adotados em nome de um suposto respeito à individualidade do aluno, que nada mais são que um espontaneísmo licencioso sob o pretexto de práticas não diretivas. Esse conflito demanda melhor elucidação da relação intrínseca entre os aspectos políticos didático-pedagógicos e a liberdade da experiência da consciência, a qual Freire (1990) chamou de substantividade democrática.Faculdade de Ciências e Letras/Unesp2019-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionpesquisa teórico-bibligráficaapplication/pdfapplication/pdfapplication/xmlhttps://periodicos.fclar.unesp.br/iberoamericana/article/view/1114410.21723/riaee.v14i1.11144Revista Iberoamericana de Estudios en Educación; (2019) v. 14, n. 1, jan./mar.; 46-62Revista Ibero-Americana de Estudos em Educação; (2019) v. 14, n. 1, jan./mar.; 46-621982-55872446-860610.21723/riaee.v14i1reponame:Revista Ibero-Americana de Estudos em Educação (Online)instname:Universidade Estadual Paulista (UNESP)instacron:UNESPporspahttps://periodicos.fclar.unesp.br/iberoamericana/article/view/11144/7871https://periodicos.fclar.unesp.br/iberoamericana/article/view/11144/7872https://periodicos.fclar.unesp.br/iberoamericana/article/view/11144/7970Copyright (c) 2019 Revista Ibero-Americana de Estudos em Educaçãoinfo:eu-repo/semantics/openAccessGhiggi, GomercindoChaves, Priscila MonteiroPereira, Dirlei de Azambuja2019-06-25T00:29:40Zoai:ojs.pkp.sfu.ca:article/11144Revistahttp://seer.fclar.unesp.br/iberoamericanaPUBhttps://periodicos.fclar.unesp.br/iberoamericana/oaibizelli@fclar.unesp.br|| joseandersonsantoscruz@gmail.com1982-55871982-5587opendoar:2019-06-25T00:29:40Revista Ibero-Americana de Estudos em Educação (Online) - Universidade Estadual Paulista (UNESP)false
dc.title.none.fl_str_mv From didactic formalism to the experience of consciousness: Paulo Freire and the democratic substantivity in the public-popular school
Del formalismo didáctico hacia la experiencia de la conciencia: Paulo Freire y la substantividad democratica en la escuela pública-popular
Do formalismo didático à experiência da consciência: Paulo freire e a substantividade democrática na escola pública-popular
title From didactic formalism to the experience of consciousness: Paulo Freire and the democratic substantivity in the public-popular school
spellingShingle From didactic formalism to the experience of consciousness: Paulo Freire and the democratic substantivity in the public-popular school
Ghiggi, Gomercindo
Democratic substantivity
Experience of consciousness
Paulo Freire
Didactics
Public-popular school
Sustantividad democrática
Experiencia de la conciencia
Paulo Freire
Didáctica
Escuela pública-popular
Substantividade democrática
Experiência da consciência
Paulo Freire
Didática
Escola pública-popular
title_short From didactic formalism to the experience of consciousness: Paulo Freire and the democratic substantivity in the public-popular school
title_full From didactic formalism to the experience of consciousness: Paulo Freire and the democratic substantivity in the public-popular school
title_fullStr From didactic formalism to the experience of consciousness: Paulo Freire and the democratic substantivity in the public-popular school
title_full_unstemmed From didactic formalism to the experience of consciousness: Paulo Freire and the democratic substantivity in the public-popular school
title_sort From didactic formalism to the experience of consciousness: Paulo Freire and the democratic substantivity in the public-popular school
author Ghiggi, Gomercindo
author_facet Ghiggi, Gomercindo
Chaves, Priscila Monteiro
Pereira, Dirlei de Azambuja
author_role author
author2 Chaves, Priscila Monteiro
Pereira, Dirlei de Azambuja
author2_role author
author
dc.contributor.author.fl_str_mv Ghiggi, Gomercindo
Chaves, Priscila Monteiro
Pereira, Dirlei de Azambuja
dc.subject.por.fl_str_mv Democratic substantivity
Experience of consciousness
Paulo Freire
Didactics
Public-popular school
Sustantividad democrática
Experiencia de la conciencia
Paulo Freire
Didáctica
Escuela pública-popular
Substantividade democrática
Experiência da consciência
Paulo Freire
Didática
Escola pública-popular
topic Democratic substantivity
Experience of consciousness
Paulo Freire
Didactics
Public-popular school
Sustantividad democrática
Experiencia de la conciencia
Paulo Freire
Didáctica
Escuela pública-popular
Substantividade democrática
Experiência da consciência
Paulo Freire
Didática
Escola pública-popular
description This theoretical-bibliographic study is based on Paulo Freire's theory to denounce the neglect of the didactic function in the development of the experience of consciousness (HEGEL, 2014) as well as its objective is to analyze its misguided attempt to give prominence to the socialization of the cultural aspects already agreements. The formation of a flow of disseminators, admirers and commentators concentrated in universities and who, under the protection of Freire's intellectual tradition and revolutionary discourse, eventually turned him into an author (BRAYNER, 2015). In addition to weakening a pedagogical conception of popular education, aesthetic, cultural and political foundations that underlie beyond the classroom, have been modified. Assuming the directivity of education in a democratic perspective is one of the points of reflection of this study. An education for freedom has nothing to do with spontaneism. However, didactics has been an area greatly impaired by a reading that is not committed to the latest philosophical educational paradigms. Misplaced positions have been adopted in the name of a supposed respect for the individuality of the student, who are nothing more than a licentious spontaneism under the pretext of non-directive practices. This conflict shows the need for a better explanation of the intrinsic relationship between didactic-pedagogical political aspects and the freedom of the experience of consciousness, which Freire (1990) called democratic substantivity.
publishDate 2019
dc.date.none.fl_str_mv 2019-01-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
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status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.fclar.unesp.br/iberoamericana/article/view/11144
10.21723/riaee.v14i1.11144
url https://periodicos.fclar.unesp.br/iberoamericana/article/view/11144
identifier_str_mv 10.21723/riaee.v14i1.11144
dc.language.iso.fl_str_mv por
spa
language por
spa
dc.relation.none.fl_str_mv https://periodicos.fclar.unesp.br/iberoamericana/article/view/11144/7871
https://periodicos.fclar.unesp.br/iberoamericana/article/view/11144/7872
https://periodicos.fclar.unesp.br/iberoamericana/article/view/11144/7970
dc.rights.driver.fl_str_mv Copyright (c) 2019 Revista Ibero-Americana de Estudos em Educação
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Revista Ibero-Americana de Estudos em Educação
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
application/xml
dc.publisher.none.fl_str_mv Faculdade de Ciências e Letras/Unesp
publisher.none.fl_str_mv Faculdade de Ciências e Letras/Unesp
dc.source.none.fl_str_mv Revista Iberoamericana de Estudios en Educación; (2019) v. 14, n. 1, jan./mar.; 46-62
Revista Ibero-Americana de Estudos em Educação; (2019) v. 14, n. 1, jan./mar.; 46-62
1982-5587
2446-8606
10.21723/riaee.v14i1
reponame:Revista Ibero-Americana de Estudos em Educação (Online)
instname:Universidade Estadual Paulista (UNESP)
instacron:UNESP
instname_str Universidade Estadual Paulista (UNESP)
instacron_str UNESP
institution UNESP
reponame_str Revista Ibero-Americana de Estudos em Educação (Online)
collection Revista Ibero-Americana de Estudos em Educação (Online)
repository.name.fl_str_mv Revista Ibero-Americana de Estudos em Educação (Online) - Universidade Estadual Paulista (UNESP)
repository.mail.fl_str_mv bizelli@fclar.unesp.br|| joseandersonsantoscruz@gmail.com
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