Paulo Freire, ensino, história e os desafios da contemporaneidade

Abstract

Current research analyzes the works by Paulo Freire on the possibilities for teaching in general and for History within the context of the challenges of contemporaneity, especially those linked to democracy and the construction of citizenship. The most important thing in the teaching of History is a change of methodology at the service of democracy, or rather, the formation of a critical and independent historical thought. Debates in the Humanities segment of teaching denote a concern on the significant loss of belonging due to the fastness in information and its valorization to the detriment of reflection in a world context that all seems provisional and fleeting. The above shows the importance on directing education and the teaching of history to face the loss of references mainly by young people with their close social milieu and their relationship with everything. The concept of historicity reveals two complementary movements: Freire´s opus as an element of reflection concerned with one´s role as an intellectual in the dialogue with one´s time period and its importance as a central element for 'critical conscience', according to Freire, or 'historical conscience', according to Jorn Rusen, which are essential for the building of a civil and citizen awareness.