Entre Martinho Lutero e Paulo Freire: por uma pedagogia crítica e libertadora

Abstract

This research aims to analyze the contributions of Lutheran Pedagogy, present in Martin Luther’s writings from 1524 and 1530, and Freirian Pedagogy, in the work Pedagogy of the Oppressed, to the practice of critical and emancipatory education. The study is aligned with the research line Teacher Training: Knowledge and Educational Practices of the Stricto Sensu Graduate Program in Education (PPGE) at the Federal University of Fronteira Sul. To this end, two fundamental documents by Luther were examined, which express his concern with education and outline his educational thought: “To the Councils of All Cities in Germany That They Establish and Maintain Christian Schools” and “A Sermon on Keeping Children in School.” In Paulo Freire’s case, Pedagogy of the Oppressed was chosen as it is the work in which the author emphasizes the need for critical consciousness in pedagogical thought and practice. The methodology combined Bardin’s content analysis with hermeneutics for data interpretation, structured around four foundational axes: Reformation, Liberation and Autonomy, Humanism, and Criticality. The research sought to answer the question: How can Lutheran Pedagogy be interpreted in relation to Paulo Freire’s critical and emancipatory pedagogy? The analysis, from the perspective of critical and emancipatory pedagogy, revealed that Luther’s and Freire’s proposals converge in several aspects, particularly in advocating for structural changes in educational processes, such as curriculum and methodological practices. It was found that both pedagogies prioritize the formation of a critical and engaged subject within their reality. This principle allows identifying elements of critical and emancipatory pedagogy in Lutheran Pedagogy, similar to those theorized by Freire. Among these elements, the following stand out: breaking away from authoritarian education through dialogue, revising traditional teaching methods, and encouraging playfulness, considered essential for forming critical and autonomous individuals.