Pedagogia da Autonomia, de Paulo Freire, explicada em capítulos (Conhecimentos Pedagógicos)

Preface The Pedagogy of Autonomy series will discuss a set of knowledge required to all those committed to building a transforming educational relationship inside and outside of the classroom. The idea is to discuss didactically each chapter and subchapter of Paulo Freire's book. The goal is to introduce the concepts in a clear and accessible way to all interested parties on education, so that everyone feels encouraged to read the original work to formulate their own interpretations.

The Pedagogy of Autonomy book, published in 1996, updates a series of reflections made in previous books and concentrates on specific issues of teaching practice, from elementary school to graduate school. You will see they're notes that touch upon themes that teachers and students feel but don't always verbalize. Hence the importance of this book, which takes these problems out of the shadows to illuminate them with creative, courageous and full of hope reflection.

The fundamentals of this pedagogy, as we'll see in the videos, are the principles of ethics, respect for the dignity and encouraging the autonomy of students which implies a deep opening of the diversity of knowledge that everyone already brings from their personal experiences and become the starting point for educational exchanges. Like any other knowledge, this pedagogy requires a permanent exercise. The awareness that the teacher is also a learner, he learns as he teaches, and he not only can, but should learn from the students, these are all fundamental notions to question the authoritarian practices that hinder educational relations, and to create a supportive environment where all learn more because everyone learns with everyone.

It's in loving and respectful coexistence with students, it's in the open and curious attitude, especially being aware the teacher don't know everything and there's a universe of knowledge to be discovered, and at the same time, it's in the pedagogy that tease students to assume theirself as subjects of their own knowledge construction process, so we talk about respect to dignity, ethics and autonomy. Students can't be spectators of their learning. But protagonists.

How many students don't feel frustrated on a teacher who knows a lot, but is unable to create a relationship learning and, therefore, end up preventing the emergence of multiple intelligences of students? That's why the technical and scientific competence, and also the rigor of the teacher shouldn't give up on your work, are not incompatible with the necessary love of pedagogy. It's not educative a relationship in which the student is afraid of the teacher.

I've heard teachers, well-meaning, but kinda disappointed with the classroom, saying all they wanted was stick something in the minds of students, hammering to see if anything came. It's not difficult to realise these metaphors, however well intentioned, conceal violent and anti-pedagogical pratices. Only exist knowledge in the invention, reinvention, and restless and constant search that people do in the world, with the world and with others.

In this sense, we see the importance of solidarity as an ethical principle of pedagogical practices. That's why Paulo Freire teaches us to take a vigilant stance against all practices of dehumanization in educational relations. One of most the school's treacherous traps is that speech that says knowledge and the world are already placed and established.

That things are like that, there's no way to transform them, and it's up to the student resign, decorate and adapt to them. In this sense, he discusses the strength of an ideological discourse, which he attributes to the neoliberalism, which is rooted in all dimensions of school, of advertisements. .

. "Your job guaranteed in the market. " "You in the front.

" "You in first place. " . .

. the programmatic content, based in the notion that the student is a customer, education is a merchandise, and the function of the school is to train children and adolescents for college entrance and adapt them to the needs of job market. And all this under the pressure of competition, the pursuit of individual success at any cost and the logic that leads people to be least, restrict, dehumanize, while teaching values ​​such as solidarity, collaboration, respect, ethics, creativity, the taste for experimentation, for risk, innovation, and finally, the autonomy of students It's simply neglected by this speech anti-pedagogical, facing to the adaptation, dressage and consequently, for dehumanization.

Alongside ethics, there's an aesthetic in Pedagogy of Autonomy that makes the educating act becomes much broader, full and human than training a child to a function in the market. That's what we'll see in this series. This video was based on the preface by Edina Castro de Oliveira, published in Pedagogy of Autonomy and now I would like to know your opinion.

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