Education, decolonial pedagogy and human rights: reflections on utopia and emancipation in Paulo Freire

• Autor(a) principal: Bittar, Eduardo Carlos Bianca
• Data de Publicação: 2021
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Olh@res (Universidade Federal de São Paulo)
• Texto Completo: https://periodicos.unifesp.br/index.php/olhares/article/view/11971
• topic: Educação; Democracia; Direitos Humanos; Education; Citizenship; Human Rights

This article analyzes the importance of the concept of utopia, while linked to the idea of ​​hope, developed by the thought of the Brazilian educator Paulo Freire. As part of the initiatives to celebrate Paulo Freire's centenary (1921-2021), this article seeks to highlight the originality and specificity of his struggle in the face of social oppression, injustices and violences. In the search for authenticity, the production of the emancipated subject is not a task external to the subject itself, therefore, the task of education is to mobilize the conditions for the exercise of an emancipated conscience. This is seen as a condition for the process of building citizenship, autonomy and democracy. This means the transition from ‘democratic inexperience’ to ‘democratic experience’, by subjects who act in history, in favor of a decolonized society from its oppressive past and prone to the search for justice. Dialogue and criticality are the instruments of an education focused on citizenship and social transformation. It is within this framework of analysis that Freire's pedagogy becomes a decolonial pedagogy, which connects it with the dimension of the struggles for human rights. In this, Freire's pedagogy is an extremely important path for the current tasks of human rights education.