Construção de vida de uma estudantes de pedagogia e as tendências pedagógicas brasileira: uma comparação entre José Carlos Libâneo e Demerval Saviani

Abstract

This work aims to analyze the main Brazilian pedagogical trends through the contributions of José Carlos Libâneo and Demerval Saviani, complemented by a personal memoir that narrates the teacher training journey of the author, Maria de Fátima Martins Deamo. The analysis of the authors highlights different perspectives on the role of education: Libâneo emphasizes the importance of teaching critical and contextualized content for student development, while Saviani advocates for a historical-critical approach that seeks social transformation through education, grounded in a Marxist perspective. The memoir offers a reflection on the author’s personal and academic experiences, including her school memories, the educational methods and practices she experienced in childhood and youth, and the challenges she faced when resuming her studies in adulthood. This narrative illustrates how teacher education is shaped by lived experiences, difficulties, and learning processes that contribute to the development of a more conscious and engaged pedagogical practice. By articulating the theoretical study of the authors with personal experience, the work highlights the importance of teacher training that engages with contemporary social, technological, and cultural transformations, valuing reflective practice and the teacher’s role as an agent of change. Thus, this study contributes to the understanding of Brazilian pedagogical trends and their impact on educational practices, while also emphasizing the importance of individual life paths in the teaching and learning process.