Resumo

MUTZ, Andresa Silva da Costa  e  KATZ, Elvis Patrik. IS (NOT) THE TEACHER AN EDUCATOR? CONFLICTS FOR THE TEACHER IDENTITY IN THE FOURTH CENTURY OF “PEDAGOGY OF THE OPPRESSED”. e-Curriculum [online]. 2019, vol.17, n.1, pp.184-203.  Epub 05-Ago-2019. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2019v17i1p184-203.

It is almost impossible to ignore the influence of the ideas of Paulo Freire in Brazilian education. One of the most important exponents of the critics of the educational model still practiced nowadays, Freire became “required reading” in graduation courses related to teaching, mainly from the late 1990s and early 2000s, inspiring many teachers in their practices with the students of Basic Education and Higher Education. However, in the last years, a strong resistance has been occurring against Freire’s ideals - phenomenon followed by the resurgence and strengthen of a widely conservative thought. In this paper, we aimed to describe the conflicts between these two discourses, asking us about their effects over the teacher identities. For the analysis, we used theoretical-methodological tools of Foucauldian inspiration. The empirical material selected is composed by the books Pedagogy of the oppressed (1987),by Paulo Freire, and “Professor não é educador”, by Armindo Moreira (2012). The results are evidences of a significant divergence in the conception of education and the role of the teacher between the liberal/neoliberal ideology, besides the critical theorization, which are persistent and more intense. This way, we decided to think about the political role of education in order to problematize the ideal teacher identity defended by movements such as Escola Sem Partido. Even though it is strange for us, the results of this research point to the fact that for some of those who oppose Freire, it seems possible (and even desirable) to be a teacher without education.

Palavras-chave : Paulo Freire; Pedagogy of the oppressed; Teacher Identity; Escola Sem Partido; Educator.

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