LITERACY FROM THE FREIREAN PERSPECTIVE: RESIGNIFIED PRACTICES

práticas ressignificadas

Abstract

This article aims to list the scope of Paulo Freire's contributions, through reflections on the literacy teaching practice that adds the social experiences of students to systematic cultural knowledge. The study was based on bibliographic research and IBGE data analysis. Paulo Freire's practices were implemented in the popular literacy actions developed in northeast Brazil when the illiteracy rate in Brazil affected about half of the people, especially the poorest and those living in the countryside. Through a dialogical and humanizing educational practice, which took place in Angicos (RN), in the 1960s, Paulo Freire considered the detailed reading of the world, which was experienced by children, young people, adults and the elderly, and still serves as a learning experience for educators today. By establishing a dialogue between formal and non-formal knowledge, Freire's theory encourages people who are oppressed in society to seek belonging to a nation, through a reflective process of yesterday, today and the future that leads to liberation from the moorings of ignorance. To the educators who wish to follow Paulo Freire, we are left with the direction given by the master himself, that it is necessary to reinvente him, always; which confirms the potential of their resignified practices.