Pressupostos freireanos na formação inicial de pedagogas e pedagogos: um olhar para três instituições do Rio Grande do Sul

Abstract

This research is justified by the lack of studies based on the Freirean perspective, in the context of the early years, in the area of Science Education and by the need for a liberating education at all levels of education. Thus, it is important to investigate how the Freirean assumptions have been approached and worked on by Pedagogy courses in three public institutions in the state of Rio Grande do Sul. In order to identify and characterize how Freirean assumptions have been addressed and worked through Pedagogy courses, in person and public, from three institutions in Rio Grande do Sul, the research initially investigated Brazilian dissertations and theses. In this search, twenty researches were found, which show that the Freirean framework has been more related to the Freirean categories, as dialogue and criticality. In addition, none of the studies had the purpose of analyzing the Freirean presence in Pedagogy courses, which demonstrates the originality of this study. Then, the public institutions of Rio Grande do Sul were mapped, which presented Pedagogy courses in person, identifying in twenty-three courses, distributed in eleven institutions. This stage sought to investigate and discuss the presence of Freire's works in the curriculum of these courses. The main works used are: Pedagogia da Autonomia and Pedagogia do Oprimido. Subsequently, institutions were selected that had a greater number of curricular components, with indications of Freirean works, reaching the following: Universidade Estadual do Rio Grande do Sul - Campus São Luiz Gonzaga, Instituto Federal do Rio Grande do Sul - Campus Bento Gonçalves and the Universidade Federal de Santa Maria. Thus, the Pedagogical Projects of the selected Pedagogy courses were analyzed, from three a priori categories: unfinished, dialogicity and social transformation. Continuing the research, interviews were conducted with eleven male and female educators from the three institutions. Data analysis was based on the Discursive Textual Analysis methodology, with two categories emerging: knowledge and practices that guide the use of the Freirean framework and limitations in the use of Freirean assumptions. In general, some knowledge addressed by the courses, inspired by the Freirean framework, was identified, such as lovingness, criticism, awareness, autonomy, freedom, hope, praxis, dialogue and problematization. In addition, various activities are used, such as dialogic circles, investigation / recognition of reality, use of themes, simulations and seminars. The Freirean assumptions have been approached from several works, realizing, again, that the most used are A Pedagogia da Autonomia e A Pedagogia do Oprimido. The main limitations identified in its approach, are linked to the distancing of school knowledge from that of students, the existence of a linear curriculum that makes it difficult to adopt themes, the political positioning of some teachers, the production and dissemination of Fake News to the public. around Paulo Freire, the ignorance of the author's writings and the lack of understanding of the depth, complexity and rigor that they demand. From the discussions created, it was realized that the knowledge worked on, based on the Freirean framework, seeks a new teaching action, more consistent with the perspective of liberating education. However, there is a lack of processes to obtain more systematic generating themes, so that they have legitimacy and contribute to the understanding of the reality experienced by students.