Abstract

AGUIAR, Denise Regina da Costa. THE PEDAGOGY OF THE OPPRESSED IN CONTEMPORARY SCHOOL: CHALLENGES AND PERSPECTIVES. e-Curriculum [online]. 2021, vol.19, n.1, pp.174-196.  Epub May 10, 2021. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2021v19i1p174-196.

This article aims to understand the principles of Pedagogy of the Oppressed and Banking Education, as a way of denouncing the process of oppression instituted until today in the Brazilian public school and to propose, as a form of overcoming this condition, Education as a Practice of Freedom. The theoretical framework is based onFreire (2006,2004,2003,2001a,2001b),Apple and Beane (2001),Lima (2002),Giroux (2002). Freire’s critical-liberating pedagogy is a possibility for the construction of a public, democratic school with social quality. The study also demonstrates that an essential condition is the effective decision-making participation of all those involved in the educational action and a rigorous teaching-learning process aimed at developing the criticality and autonomy of the student.

Keywords : Critical-liberating pedagogy; Paulo Freire; Humanization.

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