Educação Transformadora

As interconexões das teorias de Freire e Morin

Authors

DOI:

https://doi.org/10.21814/rpe.18566

Keywords:

Transformative education, Complex thought, Pedagogical practice

Abstract

The education movement in search of overcoming the conservative pedagogical practice leads to question the knowledge fragmentation processes generated by the Cartesian view. To this end, we sought to investigate a concept in education that welcomes the reform of this thought to achieve a complex and transformative education. It was decided to dialogue with Paulo Freire and Edgar Morin, choosing in some of his works the convergent and complementary points, with the purpose of weaving constructs that can epistemologically subsidize a new complex and transforming pedagogical practice. Quantitative-qualitative, critical and reflective bibliographic research was used to revisit some of the works of the authors chosen for the study. For data analysis, the procedures of Bardin (2011) were applied. The results indicate that the theories have points that approach and embrace epistemological foundations that make it possible to subsidize the teacher in overcoming conservative pedagogical practice, for a proposition that leads to the emancipation and protagonism of the student and the teacher. From the convergences and complementarities between the two theories, the importance of points such as the ethical view, the reform of thought, contextualization, dialogue and the reconnection of knowledge is emphasized.

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Author Biographies

Edna liz Prigol, ELP, PUC PR- Pontificia Universidade Católica do Paraná

Graduada em Pedagogia pela Universidade Tuiuti do Paraná (1987). Especialista em Educação Infantil pela Pontifícia Universidade Católica do Paraná (PUCPR). Mestre em Educação pela Pontifícia Universidade Católica do Paraná (PUCPR) na linha de Teorias e Práticas Educacionais e Formação de Professores. Doutoranda em Educação pela Pontifícia Universidade Católica do Paraná (PUCPR 2014-2018). Gestora de instituição da Educação Básica durante 25 anos. Atuação na área de Gestão de pessoas. Docente da Educação Superior desde 2001. Áreas de atuação: Didática, Metodologia da Educação Superior, Avaliação, Educação Infantil e Tecnologias Educacionais. Temas de investigação: formação continuada, prática pedagógica, complexidade e transdisciplinaridade.

Marilda Aparecida Behrens, MAB, Pontificia universidade catolica do paraná

Postgraduate in Pedagogy Educational Guidance by the Federal University of Paraná (1973).Bachelor in Pedagogy School Supervision by the Federal University of Paraná (1977), Master of Education (curriculum) by the Pontifical Catholic University of São Paulo (1991) and Doctorate in Education (curriculum) by the Pontificia Universidad Católica de São Paulo (1996). Since 1975 he has been working at the Pontificia Universidad Católica del Paraná PUCPR, where he is a Full Professor. Among other activities, Teaching in the Postgraduate Program in Education and the Pedagogy Course stand out. He exercised functions in the superior management of the PUCPR. In the field of education, with emphasis on Higher Education, acting mainly in the following subjects: university teaching, teacher training, pedagogical practice, paradigms and innovative methodologies. Coordinates the PEFOP GROUP- Educational Paradigms and Teacher Training and acts as a researcher in the field the group PRAPETEC-Pedagogical Practice with Technologies. Coordinates an investigation of the training network teachers Brazil and Portugal, a paradigm of complexity and transdisciplinarity, the Pontificia Universidad Católica de Paraná PUCPR with the University of Oporto, University of Lisbon, University of Braga, University of Minho, University of Coimbra, University Open of Porttugal, including four other Brazilian research groups

References

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Published

2020-12-30

How to Cite

Prigol, E. liz, & Behrens, M. A. (2020). Educação Transformadora: As interconexões das teorias de Freire e Morin. Portuguese Journal of Education, 33(2), 5–25. https://doi.org/10.21814/rpe.18566

Issue

Vol. 33 No. 2 (2020)

Section

Artigos

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