Resumo

BRAGA, Maria Margarete de Sampaio  e  FAGUNDES, Maurício Cesar Vitória. Pedagogical practice and humanizing didactic: Paulo Freire materiality assumptions. e-Curriculum [online]. 2017, vol.15, n.2, pp.524-549. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2017v15i2p524-549.

With the objective of announcing actions and relationships that contribute to the construction of a humanizing didactics in basic and higher education, via participatory pedagogical practices. Two institutions, one of elementary education and one of higher education, were used as an empirical field. The study is based on two qualitative researches of the ethnographic type, which used semi-structured interviews, participant observation and analysis of documents for the collection of the empiric study. Freire (1978, 1982, 2002, 1988, 2000, 2007, 2001, 1996, 1984); Shör and Freire (1986) and Freire and Faundez (1985) were the theoreticians who supported the analyzes of school/university-society relations, teaching-research-learning, popular knowledge-learned knowledge, content-form, elements of a Humanizing Didactics, from Freirean matrix. It was possible to perceive that participatory practices were successful in both levels of education, in movements that students assume the condition of social subjects, constructing and re-constructing the bases that can support humanizing didactics, to support the assumption of their social roles as collective subjects, with the capacity to read reality, to interrogate oneself and to interrogate it, performing a transforming praxis.

Palavras-chave : Pedagogical Practice; Teaching Practice; Humanizing Didactics; Pedagogy of Paulo Freire.

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