SCHOOL EDUCATION IN THE POLITICAL-PEDAGOGICAL DESIGN OF PAULO FREIRE

Abstract

The present work aims to approach the conception of the Brazilian philosopher-educator Paulo Reglu Neves Freire (Paulo Freire) about school education. We consider that Freire's legacy is highly relevant for its originality and radicality, because in the context of educational theories, it stands out as an anti-hegemonic ethical-political-pedagogical paradigm. From the beginning to the end of his educational production, Paulo Freire devoted himself to the critique of what he called banking education, as well as coining and defending as an alternative to what he called liberating education. These two divergent conceptions in purposes and methods express in their understanding antagonistic points of view. One at the service of the ruling class and the other for the ruled class. It is known that the school system, in capitalist class domination context, is the main responsible for the preservation of the social order through the reproduction of the logic of oppression on the oppressed classes. In this sense, it is essential to understand how a perspective of school educational practice, radically contrary to this mode of human sociability, can contribute to the transformation of this system, since it cannot be universally and systematically adopted in the school environment due to its cultural and political revolutionary nature. Based on a bibliographical research, this work intends to show the existence of a humanist-liberating perspective of school education present in Paulo Freire's educational literature.