A educação de adultos como socialização: Hannah Arendt versus Paulo Freire

• Autor(a) principal: Whitaker, Dulce Consuelo Andreatta [UNESP]
• Data de Publicação: 2014
• Outros Autores: Souza, Marinaldo Fernando de [UNESP]
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://www.revistas.usp.br/ceru/article/view/89155; http://hdl.handle.net/11449/125133
• topic: Adult education; Dialogic education; Paulo Freire; Hannah Arendt; Educação de adultos; Educação dialógica; Paulo Freire; Hannah Arendt

This paper analyzes data under diametrically opposed theoretical frameworks. Encouraged by the sudden and recent popularity of Hannah Arendt, we decided to submit the data of a already presented dissertation to a “new” reference, extracted from Arendt’s famous text on the education crisis in the United States in the 1950. Data had been interpreted in the light of Paulo Freire’s epistemology. In further analyzes, from Arendt, our interpretations gained even more strength. However, in the final comparison between the two thinkers stand out irreconcilable differences: For Arendt, it is impossible to educate adults and the world of education should be detached from the world of politics, since the responsibility of the educator is based on tradition and authority while for Freire is indeed possible to educate adults and the responsibility of the educator – as in Sartre – leads to freedom. Our conclusion is to be possible the social education of adults if we educate ourselves with them in a dialogic relationship.