Paulo Freire's thought expressed in the work Pedagogia da Indignação: cartas pedagógicas e outros escritos
Through of the analysis of the work Pedagogia da indignação: cartas pedagógicas e outros escritos, by Paulo Freire, the study propose to discuss, on an introdutory basis, on current and pertinente issues in the Brazilian reality, such as the formation of democratic and ethnical conscience, before an...
| Authors: | , , |
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| Format: | article |
| Status: | Published version |
| Publication Date: | 2021 |
| Country: | Brasil |
| Institution: | Universidade Estadual de Ponta Grossa (UEPG) |
| Repository: | Olhar de Professor (Online) |
| Language: | Portuguese |
| OAI Identifier: | oai:uepg.br:article/16723 |
| Online Access: | https://revistas.uepg.br/index.php/olhardeprofessor/article/view/16723 |
| Access Level: | Open access |
| Keyword: | Paulo Freire. Pedagogia da Indignação. Mudança da realidade. Paulo Freire. Pedagofy of indignation. Reality change. Paulo Freire. Pedagogía de la indignación. Cambio en la realidad. |
| Summary: | Through of the analysis of the work Pedagogia da indignação: cartas pedagógicas e outros escritos, by Paulo Freire, the study propose to discuss, on an introdutory basis, on current and pertinente issues in the Brazilian reality, such as the formation of democratic and ethnical conscience, before anti-democratics speeches and the subordination to the “ethics” of the Market; history as a possibility, in contrast to a history determinism; and the necessary critical reading and use of technology and means of communication in the face of neoliberal globalization linked to their ideological discourses. The approach of this study is of a qualitative nature, based on bibliographic research, highlighting the book mentioned above, without omitting, however, its dialogue and coherence with Freire's writings in the course of his work. Freire's writings provoke the indispensable reading of reality and its current, complex themes, in their relationship with the curricular contents, as essential to the insertion in history as an active presence. |
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