Paulo Freire’s critical pedagogy and modern rural education
DOI:
https://doi.org/10.20873/uft.rbec.e16480Resumo
A pedagogia crítica de Paulo Freire e a educação do campo moderna
O artigo elabora os principais conceitos teóricos da pedagogia crítica em uma escola rural moderna como uma nova filosofia de educação destinada a desenvolver a alfabetização crítica e a reflexão dos alunos. Com base na análise das ideias pedagógicas da crítica do reformador da educação brasileira Paulo Freire, os autores enfatizam a necessidade de sua implementação em instituições educacionais, levando em conta os desafios modernos – prevenção da discriminação em uma ampla gama de motivos - bullying (cibernético), humilhação baseada na etnia sob as condições da globalização, etc. Os seguintes métodos foram usados na pesquisa: pesquisa bibliográfica, analítica e histórico-lógica, possibilitando o estudo de recursos científicos (filosóficos, sociológicos, pedagógicos), recursos da mídia sobre os problemas da crítica e da pedagogia crítica, bem como a apresentação da experiência histórica e pedagógica do uso da pedagogia crítica de Paulo Freire pelo prisma de uma escola rural moderna em vários aspectos – inclusão, educação intercultural, igualdade de gênero e racial etc. Os pesquisadores identificaram vários aspectos que confirmam o apoio do notável educador à educação rural, a saber: ele desenvolveu o programa para a eliminação do analfabetismo na América Latina, deu muita atenção à alfabetização dos camponeses brasileiros e liderou a campanha para a eliminação do analfabetismo nas áreas rurais; a "pedagogia do oprimido" visa à luta pela justiça e pela liberdade, que ele também tentou abranger na educação rural; as obras de Freire traçam o papel do professor na implementação da pedagogia crítica que visa ao diálogo ativo e à cooperação com os alunos, oferecendo serviços educacionais de qualidade nas escolas rurais. A tese dominante do estudo são as ideias do racionalismo crítico de Descartes – “Posso duvidar de tudo”. São identificados métodos eficazes de desenvolvimento da consciência crítica e do pensamento crítico dos alunos em uma instituição educacional moderna. São enfatizadas as peculiaridades do uso da pedagogia crítica em áreas rurais para garantir a todos os alunos direitos iguais de receber educação de qualidade.
Palavras-chave: pedagogia crítica, visões educacionais de Freire, escola rural, compreensão crítica da realidade, alfabetização crítica.
Paulo Freire’s critical pedagogy and modern rural education
ABSTRACT. The article elaborates on the leading theoretical concepts of critical pedagogy in a modern rural school as a new philosophy of education aimed at developing students' critical literacy and reflection. Based on the analysis of the pedagogical ideas of the criticism of the Brazilian education reformer Paulo Freire, the authors emphasize the necessity for their implementation in educational institutions taking into account modern challenges – prevention of discrimination on a wide range of grounds- (cyber) bullying, ethnicity-based humiliation under the conditions of globalization, etc. The following methods were used in the research: bibliographic search, analytical, and historical-logical, making it possible to study scientific resources (philosophical, sociological, pedagogical), media resources on the problems of criticism and critical pedagogy, as well as to present the historical and pedagogical experience of using Paulo Freire’s critical pedagogy through the prism of a modern rural school in various aspects – inclusion, intercultural education, gender, and racial equality, etc. The researchers have identified several aspects confirming the outstanding educator’s support for rural education, namely: he developed the program for the elimination of illiteracy in Latin America, paid much attention to teaching literacy to Brazilian peasants, and led the campaign for the elimination of illiteracy in rural areas, the “pedagogy of the oppressed” is aimed at the struggle for justice and freedom, which he also tried to cover in rural education; Freire’s works trace the role of the teacher in implementing critical pedagogy aimed at active dialogue and cooperation with students, providing quality educational services in rural schools. The dominant thesis of the study is the ideas of Descartes’ critical rationalism – “I can doubt everything.” Effective methods of developing students’ critical consciousness and critical thinking in a modern educational institution are identified. The peculiarities of using critical pedagogy in rural areas to ensure all students’ equal rights to receive quality education are emphasized.
Keywords: critical pedagogy, Freire’s educational views, a rural school, critical perception of reality.
La pedagogía crítica de Paulo Freire y la educación rural moderna
RESUMEN. El artículo fundamenta los principales conceptos teóricos de la pedagogía crítica en la escuela rural moderna como una nueva filosofía de la educación dirigida a desarrollar la alfabetización crítica y la reflexión en los estudiantes. A partir del análisis de las ideas pedagógicas del reformador educativo brasileño Paulo Freire, los autores enfatizan la necesidad de implementarlas en las instituciones educativas, teniendo en cuenta los desafíos modernos – prevención de la discriminación por diversos motivos, (ciber) bullying, humillación nacional en el contexto de la globalización, etc. En el estudio se utilizaron los siguientes métodos: de búsqueda y bibliográfico, analítico, histórico y lógico, que permitieron estudiar fuentes científicas (filosóficas, sociológicas, pedagógicas), recursos de los medios de comunicación sobre los problemas de la criticidad y la pedagogía crítica, así como presentar la experiencia histórica y pedagógica de la utilización de la pedagogía crítica de Paulo Freire a través del prisma de una escuela rural moderna en diversos aspectos – inclusión, educación intercultural, igualdad de género, etc. Los investigadores identificaron varios aspectos que confirman el notable apoyo del educador a la educación rural, a saber desarrolló el programa para la eliminación del analfabetismo en América Latina, prestó mucha atención a la alfabetización de los campesinos brasileños y lideró la campaña para la eliminación del analfabetismo en las zonas rurales; la “pedagogía del oprimido” tiene como objetivo la lucha por la justicia y la libertad, que también trató de abarcar en la educación rural; las obras de Freire esbozan el papel del profesor en la aplicación de la pedagogía crítica que tiene como objetivo el diálogo activo y la cooperación con los estudiantes, proporcionando servicios educativos de calidad en las escuelas rurales. La tesis dominante del estudio son las ideas del racionalismo crítico de Descartes – “puedo dudar de todo”. Se identifican métodos eficaces para formar la conciencia crítica y desarrollar el pensamiento crítico de los estudiantes en una institución educativa moderna, y se hace hincapié en las peculiaridades del uso de la pedagogía crítica en las zonas rurales para garantizar la igualdad de derechos de todos los estudiantes a recibir una educación de calidad.
Palabras clave: pedagogía crítica, visiones educativas de Freire, escuela rural, comprensión crítica de la realidad, alfabetización crítica.
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