PEDAGOGIA DA LIBERTAÇÃO:

teoria e prática do sistema dialógico e humanista freiriano

Abstract

This article aims to explore the theory and practice of the dialogical system of adult literacy, popularized by Paulo Freire. The descriptive overview of the well-known "Paulo Freire Method" will not be approached solely from a technical and formalist perspective, but as an expression of cultural action aimed at human emancipation in the face of oppression and dehumanization. The methodology employed will be a bibliographic review. To promote a careful heuristic expansion, the fundamental works Education as the practice of freedom and Pedagogy of the oppressed, both by Paulo Freire, will be analyzed. Additionally, other works by the author will be considered and integrated as necessary to the development of the reflections. The considerations of this article are situated within the perspective that the Freirean dialogical system is one of the dimensions that constitute a pedagogy of revolutionary action, which thus aims to contribute to the overcoming of class society. In this sense, the reflection proposed here positions the pedagogy of liberation as a theoretical-political field that seeks to promote an education that dialogues with the ontological and ethical-political dimensions of the human condition, rising up against the hegemonic structures of domination and alienation.