Education and teacher training

a view from Paulo Freire

Authors

DOI:

https://doi.org/10.14393/REP-2021-61983

Keywords:

Permanent Training, Teachers work, Pedagogical practice

Abstract

Education is the primordial factor in the life of the human being. According to Freire (2013), it is humanizing and awareness-raising. Freire deals with two types of education: banking education, underpinned by a transmissive, fragmentary kind of teaching, which considers pupils as recipients; and the other, the emancipating one, which considers pupils as active, reflective beings. The aim of this work was to reflect on the conceptions of education and teachers training. The methodology used here was bibliographic research on Freire (2000, 2005, 2009, 2013), Imbernón (2016), Lopes & Amorim (2018), and Scocuglia (2019). Freire advocates a permanent training for educators bearing in mind that the human being is an unfinished, incomplete being, who needs to understand and to keep pace with the ever-changing aspect of life, in the educational system and in the relations established among men and between education and society. Therefore, we conclude that permanent training for educators is indispensable for the teacher’s work, because it allows the educator to become capable of developing their pedagogical practice in a way that it encompasses aspects such as dialog, listening, and respect towards different kinds of knowledge as elements contributing to a reading of reality capable of transforming reality itself.

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Author Biographies

Geralda Maria de Bem, Universidade do Estado do Rio Grande do Norte

Master in Teaching, State University of Rio Grande do Norte, Brazil; teacher at the Municipal Education Network of Pau dos Ferros, Rio Grande do Norte, Brazil.

Cícero Nilton Moreira da Silva, Universidade do Estado do Rio Grande do Norte

PhD in Geography, Federal University of Ceará, Brazil; adjunct professor at the State University of Rio Grande do Norte, Pau dos Ferros Campus, Brazil; member of the Nucleus for the Study of Agricultural and Regional Geography (NuGAR/UERN) and of the Nucleus for Studies in Education (NEEd/UERN).

Maria Auricélia Gadelha Reges , Universidade Estadual do Ceará

PhD in Education, State University of Ceará, Brazil; assistant professor in the same institution; member of the Mathematics and Teaching Research Group (MAES/UECE).

References

FREIRE, P. Educação como prática da liberdade. 28. ed. Rio de Janeiro: Paz e Terra, 2005.

FREIRE, P. Pedagogia da autonomia: saberes necessários à prática educativa. 6. ed. São Paulo: Paz e Terra, 2011.

FREIRE, P. Pedagogia da indignação: cartas pedagógicas e outros escritos. São Paulo: UNESP, 2000.

FREIRE, P. Pedagogia do oprimido. 4. ed. Rio de Janeiro: Paz e Terra, 2013.

FREIRE, P. Professora sim, tia não: carta a quem ousa ensinar. 17. ed. São Paulo: Olho D’Água, 2006.

GADOTTI, M. O trabalho coletivo como princípio pedagógico. Rev. Lusófona de Educação, Lisboa, n. 24, p. 160-163, 2013. Disponível em: http://www.scielo.mec.pt/scielo.php?script=sci_arttext&pid=S1645-72502013000200011&lng=pt&nrm=iso. Acesso em: 4 dez. 2020.

IMBERNÓN, F. Qualidade do ensino e formação do professorado: uma mudança necessária. São Paulo: Cortez, 2016.

LOPES, E. J.; AMORIM, R. M. Paulo Freire: culturas, ética e subjetividade no ensinar e aprender. João Pessoa: Editora do CCTA, 2018.

PRETTO, F. L.; ZITKOSKI, J. J. Por uma educação humanizadora: um diálogo entre Paulo Freire e Erich Fromm. Revista de Ciências Humanas, Frederico Westphalen, v. 17, n. 29, p. 46-65, dez. 2016. Disponível em: http://revistas.fw.uri.br/index.php/revistadech/article/view/2225. Acesso em: 5 dez. 2020.

SCOCUGLIA, A. C. A história das ideias de Paulo Freire e a atual crise de paradigmas. 7. ed. João Pessoa: Editora da UFPB, 2019.

Published

2021-09-29

How to Cite

BEM, G. M. de; SILVA, C. N. M. da; REGES , M. A. G. . Education and teacher training: a view from Paulo Freire. Revista de Educação Popular , Uberlândia, p. 84–96, 2021. DOI: 10.14393/REP-2021-61983. Disponível em: https://seer.ufu.br/index.php/reveducpop/article/view/61983. Acesso em: 22 nov. 2024.