Educação pública brasileira na contemporaneidade : Paulo Freire e a teoria da ação dialógica na reinvenção permanente da democracia

AUTOR(ES)
FONTE

IBICT - Instituto Brasileiro de Informação em Ciência e Tecnologia

DATA DE PUBLICAÇÃO

16/04/2012

RESUMO

This study broachs the contemporaneity, taken as a period of analysis. This text examines some events which took place within Brazilian public education after the beginning of the twentieth century, trying to answer the most relevant questions brought into the research: Is public education, being dialogic, able to become an instrument to persistent reinvention of democracy concept? Is possible to occur a model of public education which is efficient for the strengthening of democracy? In order to discuss these questions, this dissertation begins from the pioneers manifesto for the new education of 1932, which definited the begining of a more structured public education in Brazil. Some elements from this manifesto are retrieved to this discussion. Some claims of the manifesto assignment are highlighted, as demands which were elected as requirements for an ideal democratic public education. It has been adopted, as a principle, that public education is a public property, a fundamental human right; this constitutional guarantee was conquered after the democratization of the country, due to the advent of the federal constitution of 1988. It is reasoned with concepts which argue that educational improvements passes by a long lasting reappraisal of democracy as much as by the enhancement of the democratic state of law. The research elaborates a pondering on public education in Brazil, seeking to understand the struggles, the convergences and the divergences which permeate it; the thought of Paulo Reglus Neves Freire is the main stream to this discussion. In Freire are founded the bases to the current discussions. The main features of his thought, the possibilities of democracy in his theory are explored. Starting from a study of educational theory of Freire´s dialogical action, therefore seeking to emphasize the latent need for a Brazilian dialogical (or conversational) public education policy, becoming an important instrument to consolidate democracy. The research is concerned to understand if Brazilian public education is needed to persistent reinvention of democracy concept. To accomplish the research, Freire‟s bibliographic texts and good commentators were used. This study have been supported by the following perspectives: historical, philosophical and political education, and he accomplished a qualitative approach and content analysis. The contributions of this research can be seen in relation to the discussion of public education based on both educator action and learner action, both educator and learner deserving equal rights and consideration. There must be an ongoing and permanent dialogue between these two. But the desired dialogue is a singular one, and shall occur based on the responsibility guided by the mutual respect for each one autonomy, where ther is a search for a possible consense, because both subjects of the dialogue are holders of the same degree of importance. There must also occur the possibility of constituting these individuals, so they can be autonomous, capable of discernment and emancipatory actions. The contemporaneity, however, brings new challenges; achieving this kind of dialogue, this sort of training, is one of them. With the development of this research, can be distinguished: numbed human relations, increasing difficulty to understand others, the renounce of learning and accomplishements achieved after centuries of mistakes and misunderstandings. Succeed with public education in Brazil, based on dialogic action, changing it into a valid instrument used on permanent search of democracy, is viable, but the difficulties encountered in the contemporaneity make this feat very difficult.

ASSUNTO(S)

educação - filosofia democracia education philosophy democracy

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