Paulo Freire: educação, conhecimento e práxis pedagógica

Abstract

This article aims to bring up issues that show the importance of the pedagogical practice organization for the construction of knowledge and emancipation of the subject, centralizing the reflection on the teaching role, being understood in its primary function in a process of knowledge mediator. The main support was Freire's pedagogy, given its emphasis and commitment to emancipatory education, the objectives were i.) To understand the pedagogy of liberation as theoretical- methodological and dialectic conception, with a vision of human, society and educational organization; ii) To understand the concept of knowledge in a dialectical-materialist perspective that guides Freire's pedagogy; iii.) To identify relevant aspects of this pedagogy to teaching and learning organization. The theoretical analysis was grounded in research Alves (2012); Corazza (1991); Damke (1995); Delizoicov (2011); Freire (1987, 1992, 1996, 2011); Possamai (2014); Romão (2002); Vasconcellos (1993). The methodology of this research is qualitative and of bibliographic nature. The results showed that it is extremely important to think in pedagogical practice as an organized form of action in the development of subjects. It was concluded that the complexity that permeates the teaching practice, requires a closer look. It is indispensable to this process the contributions of Freire, who sees man as being in transformation, product and process of dialectical movement in social and cultural relations.