A curiosidade epistêmica em Paulo Freire e as possibilidades de práticas educativas emancipatórias na escola

Authors

DOI:

https://doi.org/10.4013/edu.2024.281.03

Keywords:

Problematizing dialogue, epistemic curiosity, educational practice, Paulo Freire (1921-1997).

Abstract

The present article aimed to discuss in a reflexive critical way the problematizing dialogue and the epistemic curiosity in Paulo Freire as possibilities of humanizing educational practices in the School. We understand that Paulo Freire's legacy through the liberating pedagogy leads to the emancipation of men and women who live in a situation of oppression and domination imposed by contemporary capitalism. In this way, we start from the following guiding question: How does problematizing dialogue and epistemic curiosity mediate possibilities of humanizing educational practices at School in a society oriented by capitalism? The research is qualitative, of a critical nature and of the bibliographic type. The results show that Paulo Freire's educational legacy of emancipatory nature, having in dialogue the guiding axis of his theory, enables school educational practice in the direction of human emancipation by overcoming the forms of sociability of capitalism.

Author Biographies

Dirno Vilanova da Costa, IFPI/UFPI

He holds a degree in Pedagogy from the State University of Piauí (UESPI), (2009). He is Bachelor of Business Administration, FLATED (2015). Specializations in: Higher Education Teaching, FLATED (2011) and PROEJA-IFPI (2014). He holds a Master's degree in Education from the Federal University of Piauí- (UFPI, 2019)-Line of research: Teaching, Teacher Training and Pedagogical Practice. He is a PhD student in Education at the Federal University of Piauí (UFPI), in the Research Line: Human Formation and Educational Processes. He is a Pedagogue at the Federal Institute of Piauí- Campus of São Raimundo Nonato-PI. He has experience in Teaching, Supervision and Pedagogical Coordination. He is interested in researching the following topics: Basic Education, High School, Professional and Technological Education and Basic Education Teacher Training based on Historical-Cultural Psychology and Historical-Critical Pedagogy. He is a member of the Center for Historical-Critical Studies and Research in Education and Human Training (NEPSH / UFPI).

Danillo Moretti Godinho Linhares, IFPI

Graduated in Full Degree in Philosophy from the Federal University of Piauí (2010). Specialist in Teaching Philosophy in High School from the State University of Piauí (2016); Master in Philosophy from the Federal University of Piauí (2015). My main areas of interest as a researcher are among the following topics: Development ethics (John Rawls, Amartya Sen); Aristotle (Happiness, Virtue Ethics); Ethics and Contemporary Political Philosophy, (Liberalism and Communitarianism, Alasdair Macintyre). Currently seeking to investigate issues related to the teaching-learning process and philosophizing.

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Published

2024-01-17

Issue

v. 28 (2024)

Section

Articles

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