A apropriação do legado freireano por educadores (as) populares e professores (as) no contexto pandêmico da Covid- 19: uma análise de cartas

• Ano de defesa: 2022
• Autor(a) principal: Carneiro, Vera Lúcia Godinho
• Orientador(a): Sousa, Carlos Ângelo de Meneses
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Católica de Brasília
• Programa de Pós-Graduação: Programa Stricto Sensu em Educação
• Departamento: Escola de Educação, Tecnologia e Comunicação
• País: Brasil
• Palavras-chave em Português: Covid-19; Paulo Freire; Educação popular; Educação libertadora
• Palavras-chave em Inglês: Liberating education; Popular education
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://bdtd.ucb.br:8443/jspui/handle/tede/3092

The study presented in this dissertation aimed to investigate how the Freirean legacy has been appropriated by popular educators and teachers in their letters in the context of the COVID-19 pandemic. The research adopted a qualitative and also a documentary approach. The empirical research was carried out from the data that compose the excerpts of the letters written by the researchers participating in the extension course “Colloquium: Letters to Paulo Freire: from reading the world to reading the word”. To carry out the research, ten (10) letters were selected among the twenty-seven (27) that were published in chapter III of the e-book that received the same name as the colloquium. The document analysis was composed by the extension course project and the letters. Its theoretical support was the works of Paulo Freire, notably “Pedagogy of the Oppressed (1968)”; “Education as a Practice of Freedom (1967)”, “Pedagogy of Autonomy (1996)” and “Politics and Education (1993)”, as well as other authors who have studied the topic. And Flick (2009) and May (2004) were adopted for the methodological contribution. The justification for carrying out this investigation was prompted by its social relevance by thematizing and proposing to analyze the perceptions of education of these segments in an unusual context of a pandemic, as well as, and concomitantly, having a significant academic ballast by contributing to research based on the theoretical framework of the patron of Brazilian education. Data analysis was based on the Discursive Textual Analysis methodology (MORAES; GALIAZZI, 2016), emerging three categories: Inequality and Social Exclusion - The need for a critical reading of the world; Current Political Context in Brazil - importance of critical awareness for the transformation of unjust social structures and Education, Technology and Teaching Practice - education as a tool for liberating and transforming society. The results of the data analysis reveal that these educators have appropriated the legacy of Paulo Freire, as they adopt active positions and denounce social ills, engage in the struggle for a transformative education, as well as aspire to a fair and democratic society. Despite the unusual situation experienced in the current scenario, they did not adopt a fatalistic view of the moment. They recognize that it will be challenging, but they position themselves with hope and willingness to face the existing barriers, as well as those that will arise with the reflection of the pandemic.