SciELO - Scientific Electronic Library Online

 
vol.15Procesos formativos de acciones y reflexiones en la formación continuada del Programa Pacto Nacional por la Alfabetización en la Edad Correcta en un municipio de la región Noreste de Rio Grande do SulEcología de saberes, para posponer el fin de la escuela índice de autoresíndice de materiabúsqueda de artículos
Home Pagelista alfabética de revistas  

Servicios Personalizados

Revista

Articulo

Compartir


Práxis Educativa

versión impresa ISSN 1809-4031versión On-line ISSN 1809-4309

Resumen

PAULA, Lucimara Cristina de. Paulo Freire’s epistemology in pedagogues education during Supervised Curricular Internships. Práxis Educativa [online]. 2020, vol.15, e2017067.  Epub 10-Mayo-2021. ISSN 1809-4309.  https://doi.org/10.5212/praxeduc.v.15.17067.101.

This article presents part of a research that aimed to investigate in the theoretical constructions and dialogical actions of Paulo Freire’s “literacy method” contributions to the didactic organization of Curricular Supervised Internships in the Pedagogy course, as well as to systematize theoretical and practical guidelines for internships in a problematizing perspective based on the praxis of that thinker. This is a bibliographic research in relation to Freire’s theoretical constructions about his problematizing education. From the conceptions of human being, education and reality, which provide bases for Paulo Freire’s problematizing education, guidelines for planning and teaching practice were systematized in internships, based on rigorous research, epistemological curiosity, dialogicity, solidarity, criticality, reading the world, humility, ethics, aesthetics and political commitment to the learning of all.

Palabras clave : Supervised Curricular Internship; Pedagogy course; Paulo Freire..

        · resumen en Español | Portugués     · texto en Portugués     · Portugués ( pdf )