Refletindo sobre política e educação à luz do pensamento freireano

Abstract

This is a research project in the context of teacher training on politics and education and their relationships, based on the reflections developed by Paulo Freire in his works. The theme emerged from the training process in the Pedagogy course at the Federal University of Uberlândia, Pontal Campus. This study is justified by the urgent need to understand the intersection between politics and education in the formation of critical citizens, especially in a scenario in which populist and authoritarian discourses seek to prevail. This reflection is essential to train educators who are aware of their role in social transformation, therefore, this research not only contributes to the academic training of the researcher but also benefits the school community, encouraging a critical look at social and educational reality. The motivations that led me to choose this theme are largely personal, based on the belief that education is a fundamental right and a tool for emancipation, and also the idea of transforming the world, which coincides with what Paulo Freire defended in his writings. In this sense, the question is: how did Paulo Freire, in the context of his publications, conceive of politics and education and how did he relate them? What argument did he use to explain this relationship? What is the role of education in changing an unequal society to a more just and humanized society, in this case, Brazil? Thus, the general objective of the research is to reflect on the conception of politics and education and their relationships, in Paulo Freire's works; and to achieve this, to conceptualize what politics and education are, as well as their singularities; to understand the differences between education and politics based on the categories: dialogicity, criticality, commitment and politicality; to reflect on the role of education attributed by Freire and that contributes to the change from an unequal society to a more just and humanizing society and relating it to the problems that Brazil has experienced over the years and still experiences. The methodology attributed to this research is qualitative because it sought to reflect on its findings, and also bibliographic, because it analyzed Freire's books (1967; 1970; 1979), as well as looking for possible contradictions that the works may present. For this analysis, index cards were used to organize the information read, reread and interpret the texts, in addition to the researcher verifying the accuracy of the data obtained. In summary, the intersection between politics and education within society is evident and the discussions presented in the text can contribute to the formation of more aware people capable of acting in social transformation, stimulating critical reflective thinking, promoting discussions on emancipation and social justice and analyzing the impacts of politics on education, as well as reflecting on the current reality.