Paulo Freire and early childhood education in seven categories that complement each other
Known and recognized as one of the most relevant productions of the 20th century for the pedagogical field, Paulo Freire's theoretical-methodological legacy was discussed until the end of the 1990s, primarily within the scope of education for young people and adults. However, with the rediscove...
| Autores: | , , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Brasil |
| Institución: | Universidade Nove de Julho (UNINOVE) |
| Repositorio: | Revista Dialogia (São Paulo. Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.periodicos.uninove.br:article/23499 |
| Acceso en línea: | https://periodicos.uninove.br/dialogia/article/view/23499 |
| Access Level: | acceso abierto |
| Palabra clave: | childhood child education Paulo Freire freirian epistemology emancipating education infância educação infantil epistemologia freiriana educação emancipadora |
| Sumario: | Known and recognized as one of the most relevant productions of the 20th century for the pedagogical field, Paulo Freire's theoretical-methodological legacy was discussed until the end of the 1990s, primarily within the scope of education for young people and adults. However, with the rediscovery and expansion of his ideas, since the beginning of the first decade of the 21st century, the work of the eminent Brazilian educator and thinker has been questioned in different areas of knowledge and incorporated as a theoretical and practical reference by an infinity of social movements. critical-humanists. During this same period, childhood has been one of the most outstanding modalities in pedagogical renewal, finding in Freire's subsidies important conceptual and practical contributions to daily educational activities, in this very fundamental stage of education. With the purpose of contributing to this debate, this reflection chose seven freirian categories that, among others, help to understand both the ontological process and the learning process in the early years, whether in the world of school or outside the school environment. Hope/utopia, loveliness, dialogue, reading the world, inconclusion, naivety and curiosity are some of the central conceptual contributions that, discussed here from the Freirian legacy, contribute to the foundations of a radically emancipatory praxis since childhood. |
|---|