Abstract
This work had as an objective to examine the importance and the utilization of Paulo Freire’s legacy for the comprehension of the nature of education, the social historic conditioning of school and the relationship of the pedagogical practice-social practice. For that, we analyzed a discursive event occurred in teaching institutions of the city of Maceió, Ceará, Brazil. In order to carry out this analysis, in addition to Freire’s theory, we relied on the theoretical-methodological assumptions of the Discourse Analysis, founded in France, by Michel Pêcheux, anchored in the Dialectical and Historical Materialism. From the analyzed case, we demonstrate that, contrary to the accusations that attribute to Freirean ideas the responsibility for the negative results of Brazilian education, what exists is the total absence of these ideas in the concrete reality of Brazilian schools today. This fact reaffirms the importance of his work as a point of resistance against conservative policies and excluding pedagogical practices.
Highlights
This work had as an objective to examine the importance and the utilization of Paulo Freire’s legacy for the comprehension of the nature of education, the social historic conditioning of school and the relationship of the pedagogical practice-social practice
Freire’s theory, we relied on the theoretical-methodological assumptions of the Discourse Analysis, founded in France, by Michel Pêcheux, anchored in the Dialectical and Historical Materialism
We demonstrate that, contrary to the accusations that attribute to Freirean ideas the responsibility for the negative results of Brazilian education, what exists is the total absence of these ideas in the concrete reality of Brazilian schools today
Summary
This work had as an objective to examine the importance and the utilization of Paulo Freire’s legacy for the comprehension of the nature of education, the social historic conditioning of school and the relationship of the pedagogical practice-social practice. Essa apreensão dos condicionamentos sócio-históricos da atividade educativa e da inerente politicidade da educação é uma das grandes contribuições de Paulo Freire que projetos reacionários como o Escola sem Partido procuram desqualificar.
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