Diálogos freireanos na formação inicial de educadores

Abstract

This test summarise the efforts done in the direction of the apprehension, understanding and delimitation of the mobilizing object of the research, which are: What approximations and distances remain between the Pedagogical Project of the UFFS Pedagogy Course and the Freirean Assumptions for the Initial Formation of Educators. This search was guided by the general objective: to identify the possible approximations and distances between the Pedagogical Project of the UFFS / Campus Chapecó post-graduate course in Pedagogy and the Freire's assumptions for the initial formation of educators. Our orientation for answer this objective were the specific objectives: to conceptualize what is the popular education in Paulo Freire; and define Freire's assumptions for the initial formation of educators. In theoretical terms, our search is linked to a historical-dialectical materialist perspective, and from the instrumental point of view we make use of the indicator methodology here as a collection and categorization tool, submitted to the historical-dialectical analysis. For this purpose, we analyzed the institutional documents that guide the fundamental principles of UFFS, such as: I COEPE, II COEPE, PDI and PPI. In the more specific scope of the object of this research Resolution No. 02/2017 and, specifically, the two versions of the pedagogical project of the Campus Chapecó Pedagogy course, version 2010, here named PPC 1, and version 2019, named PPC 2. The freire’s assumptions are called: Politician education, education for dialect moviment, education for dialog, education for epistemological curiosity, education for autonomy, education for interdisciplinarity. The results achieved so far (and in motion) indicate that the principles of Freire's pedagogy largely demarcate the official documents of both the institution and the Pedagogy course, in the other hand by analyzing the institutional curriculum, especially within the common domain, We observe evidence that there is a distance there from a Freirean pedagogy. This signals the need for further study, explanation, verification, and new decision making. So a set of new questions are presented as challenges to be faced, investigated, deepened in order to strengthen, by critical analysis, the Freire’s foundations for a popular university.