"LIMIT-SITUATION", "LIMIT-ACT" AND "PRACTICABLE UNPRECEDENTED": CURRENT CATEGORIES TO PROBLEM THE "PERCEPTION" OF REALITY

Abstract

Daily, Brazilian teachers seek to develop political-pedagogical practices under conditions that are inappropriate for the teaching-learning process. This is the case with computer teachers working in the public network of the city of Itacoatiara (AM), with only four laboratories working precariously in a universe of 127 schools in 2018. This article draws upon from an investigation that analyzed the discourses of these educators about their practices, through of an approximation of the "limit situation", "limit act" and "unprecedented-viable" categories (FREIRE, [1968] 1987). The research sugests out that these professionals develop alternatives to overcome the "perceived" technological precariousness as an "obstacle" to the educational process. However, because they do not lead to the "overcoming" of this "limit situation," the alternatives do not constitute "boundary acts" and do little to change the lived reality. Considering that it is the task of critical research and action to witness, identify contradictions, spaces of action and act together, the investigation supported the beginning of a network of computer teachers that, driven by the researcher- will seek to create an unprecedentedviable. This article aims to present a discussion about the "perception" of teachers about a given reality according to adopted framework and, in this way, expose the current and flexible of categories worked by Freire fifty years ago.