Paulo Freire’s epistemology about teaching

interconnections between theoretical dialogues on post-graduation in education and the book Pedagogy of Autonomy

Abstract

In order to contribute to the reflections about teaching as a fundamental theme of research in Education, this article aims to point out interconnections of the knowledge dialogued in two disciplines of the Doctorate in Education course with the investigation in the work Pedagogy of Autonomy, recognizing in Paulo Freire’s thought his epistemology about teaching practice. An exploratory and systematized study was carried out highlighting problematizing questions and searches for base categories to expand the concepts and understanding of Paulo Freire’s thought. It was concluded that the epistemology of freirean thought is based on a critical, political and transforming teaching, where teaching and discourse are always in process of symbiosis. The teaching practice for autonomy requires praxis of wholeness that is based on the perspective of the richness of the diversity of human beings under construction and transformation through education.