Resumo

PETRONI, Ana Paula  e  SOUZA, Vera Lúcia Trevisan de. Vigotski e Paulo Freire: contribuições para a autonomia do professor. Rev. Diálogo Educ. [online]. 2009, vol.09, n.27, pp.351-361. ISSN 1981-416X.

This article aims to present some reflections about the autonomy of teaching from the perspective of the theory from Vigotski (main representative of the Socio-Historical theory) and Paulo Freire (representative of the Liberative Education). These reflections are part of a search of Masters which is under construction and aims to examine, by the words of teachers, what they mean by autonomy and if the autonomy is present in the teaching practices that they develop. We believe that we can bring these two authors nearer because they have the same epistemological base: the historical and dialectical materialism; farther on both treat about autonomy or self-regulation for Vigotski, as being of utmost importance for the development of the individual. The authors make discussions going in accordance with their bases, in relation to the influence of the social, from the cultural in the formation of an autonomous individual. Here opens up, a space for the psychology and the education to work together, in collective. Each one contributing for a better relationship between individuals.

Palavras-chave : Teacher Autonomy; Socio-Historical Theories; Human Development; Self-Regulation; Liberative Education.

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