THE NEED OF RESTATING AND REVIVING PAULO FREIRE’S PEDAGOGY OF HOPE

Abstract

This paper is the result of a bibliographical research and aims at restating and reviving Paulo Freire’s contribution to education. Hope as a political dimension and imperative for the construction of a kind of education that is not subject to the market logic is highlighted. To this end, Freire’s works have been used, particularly Pedagogy of the Opressed and Pedagogy of Hope, along with some of his Portuguese interlocutors, especially Lima (2002, 2010, 2012, 2016), Cortesão (2012), Nóvoa (1998) and Pintasilgo (1998), besides Brazilian authors that have discussed the author’s contributions to Brazilian education. As a result of this analysis, we can point out the topicality of Freire’s work, particularly in terms of the need to have hope, the criticism to the banking model of education, the criticism to the attempt to depoliticize the educative act, and the non-acknowledgement of different forms of knowledge. Furthermore, the results of this analysis have evidenced possibilities of designing other educative processes in which the dialogue is important, rather than the banking education model; processes in which honest explicitness of the education paths is a reason for a democratic debate, rather than an attempt of depoliticization, as if neutral education was possible. Finally, the results have shown the political potency of Freire’s hope in the struggle for a kind of education that is not subject to the market logic.