Paulo Freire’s pedagogy and its indicative horizon on an egalitarian and personalistic dialogicity
DOI:
https://doi.org/10.31977/grirfi.v9i1.596Keywords:
Education; Personalism; Autonomy; Dialog.Abstract
The following article aims to present an educative perspective about Paulo Freire’s thought, from the relation with Emmanuel Mounier’s personalism. The bright spot within such relation is the view of making an education guided towards the autonomy and opening of the community, not just a mere technical education, but that in the same way will be able the human being for the doing and the being. This kind of education, according to Paulo Freire, cannot forget the importance of the pupil’s Protagonism in the educative process must be based in the dialog and always open to reflect the concrete life which manifests in the environment where the process of education is developing.
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