A proposta político pedagógica da Escola Estadual de Ensino Médio Irany Jaime Farina na perspectiva freireana: aproximações e distanciamentos

Abstract

This dissertation aims to expose significant aspects of Paulo Freire pedagogy and analyze the political pedagogical project, the study plan and the regulations of the year 2012 - 2015 that guided the work of the State Preparatory High School Irany Jaime Farina. Trying to identify where these documents are approaching Freirean pedagogy and in that aspect departs this job offer. Paulo Freire proposed an educational theory based on the principles of political nature and of dialog. This way of doing emancipatory education is realized in capable of transforming the human being and the world dialogue. On this theme has developed the research problem that guided the reflections of this study, leading to seek to understand: how Freire references permeate the construction of the PPP, the State Preparatory High School Irany Jaime Farina? In an attempt to deepen and know the subject matter drew up more specific objectives which allowed: 1. To contextualize the Historical Foundations and Methodological Research; 2. Deepen significant concepts in the work of Paulo Freire, in order to understand and establish a theoretical starting point for the analysis of content, enrolled in school documents as political pedagogical project, lesson plans, school regulations; 3. Investigate the theoretical understandings of political-pedagogical project, as well as study and describe the PPP the State Preparatory High School Irany Jaime Farina. 4. Identify the similarities and differences of Paulo Freire pedagogy in school PPP in order to analyze it. The research stands as a qualitative research via case study, literature and documents. It concludes with this study that the education process takes place on participation and able to manipulate the subjects dialogue so that resinifiquem their experiences and practices. In addition, to confront and rescue new values that indicate the way forward to achieve the goals. We understand that there is no way think a pedagogical praxis without dialogue. For she herself leads us to deeper interaction.