A Politicidade da Educação no Pensamento de Paulo Freire e nos saberes dos concluintes do curso de Pedagogia

AUTOR(ES)
DATA DE PUBLICAÇÃO

2009

RESUMO

This study objective is to discuss the freirean concept of politicidade in education, as well as to identify the knowledge about the referred subject accomplished by undergraduate students by the end of their Education Course. The interest for the realization of this study emerges from the experiences lived during the Pedagogy Course at Universidade Estadual do Rio Grande do Norte UERN and from our teaching practice in fundamental education. This study is theoretically based on Paulo Freires work (1979), (1992), (1999), (2001c). Generally speaking, in Freires conception, politicidade in education is constitutive of what education is, it refers to its directivity, its moving intentionality. The methodology of this study is qualitative, as much as it considers the universe of subjectivities and is not restrained to quantitative data. A bibliography study about Paulo Freires work was carried out together with a questionnaire with open and closed questions. The questionnaire was directed to 95 student concluding the Pedagogy Course in the education Center of UFPE. The students answers were analyzed using L. Badins (1977) content analysis techniques. All the answers were carefully read and organized in blocs or categories that synthesized their contents. The results point to the following central aspects in what concerns the theme of education politicidade: consciousness, party politics, Government policies or public policies. Nevertheless, it I recognized that some few participants demonstrated proximity to the sense of education politicidade as theorized by Freire as referring to intentionality, and not neutrality. The participants also revealed the different resources to approaching knowledge about Freire and his work. The investigation indicates that the teachers initial education, highlighting or not the teaching educative practices, cannot neglect the professional education in respect to the directive character, the intentionality, the formative influences of education in our unconcluded human nature. My investigation reiterates that a broader comprehension about education politicidade can contribute to that educative practices turns into more unveiling, formative and coherent with the teachers political option vis-à-vis the nonexistence of neutrality in education. This research is, therefore, imbued with heuristic value as much as it opens new perspectives to further investigations about the concept of education politicidade and its application in the practice of the Teachers education courses.

ASSUNTO(S)

initial education students pedagogy educacao education politicidade estudantes pedagogia politicidade da educação formação inicial

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