Abstract
his Merleau-pontyan phenomenological essay shares fundamental dimensions of Paulo Freire’s legacy for school and non-school education. The text deals with popular methodological mediations/strategies that promote the dialogical construction of knowledge and awareness. The objective is to present relevant aspects of this historical-epistemological problematization based on readings, studies and research carried out by the Pedagogical Mediation and Citizenship Research Group from the Vale do Rio dos Sinos University - UNISINOS, coordinated by PhD Professor Danilo Streck. The dialogue articulates Freire’s readings with discussions conducted by Gohn (2006). The challenge of the necessary interface between school and non-school spaces in order to strengthen the emancipatory potential of the Freirean theoretical-methodological legacy in the different pedagogical times-places is highlighted.
Highlights
This Merleau-pontyan phenomenological essay shares fundamental dimensions of Paulo Freire’s legacy for school and non-school education
Fomos colonizados por espanhóis e portugueses de modo avassalador
Olhar para estas dimensões ontológicas – consciência/conscientização, diálogo e participação – como mediações pedagógicas/educativas capazes de mobilizar conteúdos vivos, de propor metodologias populares diferenciadas, de aprender-ensinar com base nas experiências de vida das crianças, jovens e adultos, pode ser libertador! Quando compreendemos que é possível ensinar e aprender a partir do diálogo, da palavra encarnada, os processos de ensino e de aprendizagem fluem
Summary
This Merleau-pontyan phenomenological essay shares fundamental dimensions of Paulo Freire’s legacy for school and non-school education. Abordo aspectos relevantes da abordagem freireana nos distintos espaços, escolar e não-escolar, que evidenciam dimensões fundamentais de cada âmbito e que me permitem afirmar o caráter formal de ambas a partir de seus processos formativos/educativos.
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