FREIRIAN PEDAGOGY: THE CURRICULUM AND THE PEDAGOGICAL PRACTICE IN THE LEARNING PROCESS

Abstract

This paper aims to reflect on the work of Paulo Freire: "Pedagogy of the Oppressed", correlating it to the discussions on curriculum and pedagogical practice, starting from the analysis about the educational policy based on the constitution of the curriculum as a defense of the integration of scientific knowledge and experience. For this, it is understood the pedagogical practices articulated to learning processes that value and collaborate for the emancipation of the individual. In order to construct this paper, was undertaken a reflexive reading of the work of Paulo Freire: Pedagogy of the Oppressed (1968) and of authors who add value to their thinking and teaching method, as well as, a sketch of the discussions made in the Curriculum Course Postgraduate Program, besides an experience report of the pedagogical practice through themes of interest worked in the discipline of Distance Education, in a class of the Pedagogy course. In the face of reflections and propositions, it is inferred that pedagogical conceptions and practices that are considered emancipatory are those appropriated by education managers, teachers, students and the community in general in a dialogical relationship with liberating perspectives. It is also emphasized in this text, through the experience report presented here, that the curriculum articulated to research subjects adds significant value to the learning process. And, therefore, it is worth highlighting, just how current and fundamental are the considerations of Paulo Freire in Education.