Paulo Freire e as infâncias: reflexões e proposições sobre a educação libertadora e uma prática transformadora com as crianças de 0 a 6 anos

Abstract

This dissertation analyzes the contributions of Paulo Freire’s thought to the development of liberating and transformative educational practices in Early Childhood Education. It is based

on the understanding that approaching childhoods through Freire’s theoretical framework me- ans recognizing children as historical, cultural, and political subjects and as rights-bearing in- dividuals capable of reading, interpreting, and transforming the world from their earliest years.

Although Paulo Freire did not develop a specific pedagogy for Early Childhood Education, his work offers ethical, political, and pedagogical foundations that engage with childhoods and reaffirm the relevance of his thought to an educational approach committed to humanization. The research aims to understand how the ideas presented in Paulo Freire’s work, in dialogue with the contributions of his commentators, can underpin liberating educational practices in

Early Childhood Education. To this end, it explores key concepts such as love, curiosity, rea- ding the world, and hope, highlighting their contributions to pedagogical practices grounded in

dialogue, humanization, and the recognition of children as subjects of rights, knowledge, and

culture. The study adopts a qualitative approach, combining bibliographic research and diag- nostic research. The bibliographic research enabled an in-depth examination of Paulo Freire’s

thought and the interpretations of his commentators, while the diagnostic perspective guided the development of the educational product, bringing theory and practice closer together. The findings indicate that, although Paulo Freire did not systematize a specific pedagogy for Early Childhood Education, his principles provide a foundation for educational practices based on dialogue, listening, participation, love, curiosity, hope, and a critical reading of the world. The study reaffirms that practices inspired by Paulo Freire recognize children as subjects of rights, culture, and knowledge, capable of participating in knowledge construction and transforming reality. As an educational product, the Source Guide: Paulo Freire and Childhoods (Guia de Fontes: Paulo Freire e as Infâncias) was developed in workbook format. The material brings together books, articles, videos, documentaries, and other resources that connect Freirean

thought with Early Childhood Education practices, serving as a continuing professional deve- lopment resource for educators. Complementing this initiative, an Instagram page was created

to disseminate the guide, the research, and related content, fostering a network of educators committed to critical, democratic, sensitive, and humanizing education. Thus, the study seeks to contribute to the appreciation of childhoods and to strengthening pedagogical practices grounded in Paulo Freire’s ethical, political, and pedagogical principles.