Changing is difficult but it is possible and urgent: references and practices of freirean pedagogy for teacher education

• Grant number: 11/23933-7
• Support Opportunities: Scholarships in Brazil - Doctorate
• Start date: April 01, 2012
• End date: October 31, 2015
• Field of knowledge: Humanities - Education - Curriculum
• Principal Investigator: Branca Jurema Ponce
• Grantee: Alexandre Saul Pinto
• Host Institution: Faculdade de Educação. Pontifícia Universidade Católica de São Paulo (PUC-SP). São Paulo , SP, Brazil

Abstract

The research aims to investigate the contributions of Popular Education and of freirean pedagogy, with the intention of developing, understanding and systematizing a practice of teacher education with political, cognitive, socio-affective, integrative and aesthetic dimensions, along with two collective of educators in the city of São Paulo. The first stage of fieldwork was conducted with teachers of a public school geared to Education for Youth and Adults (EJA) and the second step is being performed with students of a Post-Graduation Program in Education (Professional Masters), which focuses on teacher education. It intends to understand the reasons of the problems that present themselves as obstacles to teacher education, under different contexts, embedded in their historical roots and complexities, having as a goal the collective creation of solutions to these problems and overcoming situations of dehumanization in teaching-learning relationships. The methodology path chosen and trodden, so far, in both research locus, have inspiration on the assumptions of participatory action research, of qualitative approach. The activities developed in the meetings with the educators are of theoretical and practical nature and include different languages (text, video, music, theater, dynamics and discussions), taking in consideration the needs of the group of teachers and their educational practices. It is assumed an understanding that all knowledge is part of a whole and that its critical apprehension is not possible without contributions from different areas of human production and ways of knowing, including the art, with particular emphasis on theater. The theoretical framework used mainly consider the ideas of Paulo Freire, Kenneth Zeichner, Antonio Nóvoa, Michael Apple, Licinio Lima and Augusto Boal. The analysis of the collected data will be taken from the emerging categories of the theoretical framework selected. The "triangulation" of data collected through interviews, questionnaires, observations and document analysis will be used in order to ensure understanding of the data and assess the validity and accuracy of research results. The research, still in development, suggests an important way of participation and dialogue in teacher education. It is the creation of a time/space of empowerment, where educators can discuss and actively build their education. The results obtained in this research will be organized with the intention of showing that the thought of Paulo Freire and art are fundamental contributions and can make materiality, in public school and Post-Graduation, today, in teacher education. Implications of this research for public policies of education will be presented. (AU)