Origins and prospect of Paulo Freire’s pedagogical-political thinking

• Autor(a) principal: Scocuglia, Afonso Celso
• Data de Publicação: 1999
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Educação e Pesquisa
• Texto Completo: https://www.revistas.usp.br/ep/article/view/27817
• topic: Pensamento freireano; Diálogo; Conscientização; Político-pedagógico; Freire’s thinking; Dialogue; Consciousness; Political-pedagogical

This paper intends to examine the relationship between education and politics along the construction of the Paulo Freire’s discourse. With this respect, the paper deals with the relationship between Freire’s proposals and the "developmental nationalism" movement, and with the populism of the 50’s and 60’s. The main theoretical influences on this first phase of Paulo Freire’s are pointed out, in particular the existentialist and personalist veins upon which his progressive Christian thinking is based, and the influences of the intellectuals from the ISEB. The paper then seeks to identify Freire’s further theoretical development, beginning with the modifying influences of the Marxism. Other theoretical influences - Marx, Hobsbawn, Goldman, Lukács, Gramsci and Sartre - combine with Freire’s critical and self-critical thinking to produce a "new" Freire, a time in which his discourse is engaged in the concern with the "politicity of education" and with the ‘educability of politics’. In this sense, the issue of the inseparability of education and politics and their specifics is discussed. Finally, some of the possible syntheses of Freire’s thinking are examined, and an itinerary of his origins and of his pedagogical- political perspective is outlined. Intrinsic to the making of this paper is the belief that it deals with one of the most important pedagogical contributions of the twentieth century that, as such, constitutes an educational proposal that is necessary to our future as an autonomous society, hopeful and dialogic, although permanently outraged at the violation of human rights and at social injustice.