Primeiras Palavras - Pedagogia da Autonomia, de Paulo Freire (Parte 1)

The previous video showed the preface of Pedagogy of Autonomy. And since the idea is to explain the book in detail, this and the next videos will present the general ideas of the introduction, that Paulo Freire called "First Words". In the "First Words" Paulo Freire invites the critical reader to interfere in his text and to incorporate new elements in the analysis.

Somehow, that's what I'm doing with these videos. And in justifying the resumption of themes that he had already analyzed in the previous books, he explains, even in a manner consistent with his pedagogy, that what he does isn't simply torepeat what he had already written. Because his own thinking has transformed, his ideas have developed over the years and this led him to review his own reflections under new angles.

That's, he made explicit his conscience that all knowledge is unfinished, in the sense its a process that continuously develops, incorporating new elements and never stopping to question, especially himself. This has to do with an important Freirean notion, which assumes that the own human being is an unfinished project. Humanity, history and culture still are in full development.

There's still much more to be discovered and invented. than all that we have done and know. Through various languages, through science, art, religion, intelligence, intuition and sensitivity, we still are trying to understand what we are and striving to understand what the world is, what's society and what's reality.

And the Paulo Freire's perspective is, if we participate of humanity, with our intelligence and our sensitivity, linking knowledge with the world, we'll humanize ourselves. But if we only adapts to the world, we lose the opportunity to become humanized. To participate in the world.

And when we restrict, get us down and surrender ourselves on the vitality and creativity, culture and history rather than seeking dream and hope. . .

we dehumanize ourselves. Now, before all this, the notion of naive or magical consciousness, and the achievement of critical awareness through education it's one of the fundamental Pedagogy of Autonomy principles. The magic awareness is one that assigns a higher power to knowledge, things and relations, so that the person feels necessarily dominated and subdued by a force that she doesn't feel able to understand, much less to interfere.

Therefore, the person simply surrenders to some authority that presentes itself as holder of knowledge, as if knowledge is an unshakable, unattainable, unquestionable property, leaving the person simply to accept the reality, to adapt and submit to that authoritarian and dehumanizer educational mode, we saw in the previous video. If he said that way, it's because it's. If I learned that way, it's because it's.

Order who can, obeys who has a sense. Critical awareness it's that interested in the investigation of the plot of relationships that cause the phenomena, It's that seeks to understand how to intertwine the various factors that make up the knowledge and reality. It's the part assumes that knowledge, culture and history are human products and they are transformed permanently from our action on the world.

From human action on the world. And that's where we understand, again, the sense of humanizing of Pedagogy of Autonomy. Because to Paulo Freire, school knowledge and the concrete reality must be linked in a dynamic.

Knowledge interfere in the world and the world interfere in knowledge. In this relationship founded on dialogue, learning with the world is a relationship in which we hear the world and talk to the world, learn from the world and teaches with the world. And thus reiterates its criticism to that model school governed by market ideology, that for him, its focused on training students to adapt to the rules that restricting their potential.

That model, instead of dialogue, teaches the repetition of a slogan. Paulo Freire also mentions in these First Words an important sense of his pedagogy, which concerns the ethical reflection on the teacher's point of view. It's what we'll see in the next video.

So, what you think about these ideas? Join the forum! The idea is that your review give rise to a new video so that we can interact and move in our discussions about a transformative education.

To be continued. . .