Resumo

BORGES, Valdir  e  RENNER, Roberto Luis. The concept of paradox in the fields of education, social intervention and teacher training, especially in Brazil. Rev. Diálogo Educ. [online]. 2018, vol.18, n.59, pp.1065-1085.  Epub 05-Fev-2020. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.18.059.ds04.

This article aims to emphasize the different paradoxes of Brazilian education. Stimulated in this research by two great renowned educators. One of libertarian education, Ivan Illich and another of liberating education, Paulo Freire, who since the 1960s and 1970s point out paradoxes related to the world and Brazilian education. Audacious educators, because they called into question what society has never thought to question, the School and Education. Ivan Illich emphasizes that the first and greatest paradox is the belief in a universal, open and egalitarian education, which aims at attending to all, regardless of social class, however, the school is selective and legitimized of the social hierarchy, the one who hasn’t the opportunity to attend it, is already disqualified. Another important point emphasized by Illich is that democratic school management is built in the course of the process contemplating the participation and engagement of every school community, but, paradoxically, what we still see are traces of authoritarianism. Paulo Freire presents three main concepts of his theoretical framework: awareness, práxis, and autonomy, bringing us its understanding and presenting us with paradoxes. Freire leads us to reflect on the current world’s capitalist geopolitics that guides the social, political and economic transformations, which produces an embedded educational structure that does not develop the individual’s autonomy and much less makes him aware. For Freire, autonomy is the fruit of a liberating school that assists the individual on his critical capacity, contributing to a reflexive, critical, autonomous and conscientious education, always open to the unprecedented viable.

Palavras-chave : Paradox; Education; Ivan Illich; Paulo Freire; Social intervention.

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