The Global Legacy
Edited By Michael A. Peters and Tina Besley
Chapter Thirty-Five: Freire’s Theory as a Reference to Teaching Practice in Adult Education
Freire’s Theory as a Reference to Teaching Practice in Adult Education
SONIA MARIA CHAVES HARACEMIV AND VERONICA BRANCO
This chapter presents our experience in pedagogy at Universidade Federal do Paraná (UFPR) in the formation of adult and young adult teachers/educators, and formulations based on the ideas of Paulo Freire, in an attempt to extract elements from their journey to enlighten and contribute to the construction of our own methods. We seek to develop a practice consistent with the statements of the master, who recommended that the educator recognize and use the knowledge and the life experiences of the learners themselves, to leverage their critical thinking and social background, providing experiences that can sharpen the investigative capacity and commitment to popular groups. The method used in this work is critical-investigative, aiming to reveal reflective practices, where in each one is recognized as autonomous, with a broader view beyond the individual and the world becoming a collective project, in the hope of a better world, more fair and egalitarian.
Those who put into practice my thoughts, strive to recreate it, also rethinking it. And after doing so, have in mind that no educational practice takes place in the abstract, but in a concrete, historical, social, cultural, economic, political context, which not necessarily is identical to another context. (Freire, 1976)
The speech of the master guided us into the incursion of the reality of public schools on the...
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