Theoretical and methodological aspects of Paulo Freire's Pedagogy: a pedagogical and dialogic possibility in the teaching and learning process

Resumo

This research seeks to expand and strengthen the theoretical and methodological subsidies of Paulo Freire's Pedagogy in its application to education. In this way, we will bring to reflection three concepts that are interrelated in Paulo Freire's Pedagogy, especially in the Pedagogy of Autonomy: epistemological curiosity, methodical rigor and right thinking. Methodological is a qualitative study with bibliographic research on Paulo Freire's pedagogy. Paulo Freire warns that by recognizing ourselves as human beings, we must also contribute to the humanization of other human beings. For this, it is necessary to face contradictions in order to combat the disqualification of life and the acts of injustice that aggravate cultural and social inequalities.  Paulo Freire's research on Pedagogy is revealed as a political, ethical-critical call: it is education that must be constituted as a way of life, as social praxis, synthesizing reflection, the action of deciding, and transforming action. It cannot be left for later or for certain formal moments; it has to be made vital experience every day, at all times.