Pensando a atualidade da educação brasileira com Freire

Abstract

Thinking about brazilian education with Freire Adorno states that a democratic society can only be imagined as one composed of emancipated individuals. However, the means available to achieve this end in the Brazilian reality go out of step with the premise presented by him. Especially in an environment in which fundamental rights of the working class are withdrawn and education is relegated to misery, a situation that is reflected in current government policies. At this stage, it is too complex to speak of a liberating education, because this, at this particular moment, goes against the proposals of public policies that have been developed and approved in Brazil, especially since 2016. Critical thinking gives the individual the possibility to look at the whole of something and, at the same time, condition it to identify each part that makes up that whole. It is from there that the subject assumes a place: a point of view, according to Paulo Freire. It is in this process that democracy finds its foundation in the diversity of viewpoints and the possibility of assuming this or that “place” after critically examining previous thoughts. As stated initially, emancipation is conditio sine qua non for this process to happen. It turns out that it is through education that we gather the elements to make our emancipatory constitution possible. In this trail, we find in the dialogicity brought by Paulo Freire, one of the possible ways for democracy to operate according to its concept (environment) and education to act towards emancipation (end). This work focuses on thinking liberating and emancipatory education in the light of Paulo Freire's thought in today's educational context. Key words: Paulo Freire, democracy, liberating education, critical conscience