Conhecimento e a sua socialização na educação escolar para a pedagogia da autonomia de Paulo Freire

Abstract

This article aims to understand Paulo Freire's vision of systematized knowledge and its socialization in school, in the work Pedagogy of autonomy: knowledge necessary for educational practice. (FREIRE, 2016a). The leading thread of the analysis will be the ontology, since it is from the understanding of the birth of man as a social being and at the service of the process of humanization that he idealizes, that Freire explicitly explains his view of knowledge and develops his pedagogical theory, (SAVIANI, 2008). In this context, it is important to emphasize the importance of education in the modern humanist philosophy of education. In this prism, taking as reference the historical-critical pedagogy - systematized from works by Saviani (2013) Duarte, (2016) and Martins (2013), among other theorists will fit in this article a comparison between the sense of knowledge for pedagogy of autonomy and for historical-critical pedagogy. Our attempt here is to capture the essence of Freire's (2016a) thinking about knowledge to understand to what extent his theory may contribute to create an irreversible, superior and revolutionary condition of humanization.