Resumo

SERRA, Enio. THE LIVED SPACE AND PAULO FREIRE'S SITUATED PEDAGOGY. Revista Teias [online]. 2021, vol.22, n.67, pp.133-144.  Epub 14-Fev-2023. ISSN 1982-0305.  https://doi.org/10.12957/teias.2021.62401.

Knowledge about the sociocultural reality of students, as well as the way they interpret it, is one of the main characteristics of Freire's pedagogy. As a result, in the process of building the liberating pedagogical praxis, the places where students live need to be the object of investigation by educators with a view to defining themes that generate school knowledge. Based on this perspective, this article aims to reflect on the analytical possibilities about the reality experienced by students having as a basic assumption the spatiality inherent to human existence. Therefore, the essay establishes the concept of lived space as an axis through which other categories and spatial notions are approached in tandem with the principles of dialogicity and problematization, both typical of the concept of education advocated by Paulo Freire. The reflections and analyzes are based on some of the author's works, as well as references from researchers mainly linked to geographic knowledge. As main contributions to emancipatory pedagogical practices, it is argued in favor of the need to create methodological procedures that enable the collection of information about the socio-spatial context where the educational project is inserted and promote active listening to what students and other social agents do that work in the locality have to say about their experiences and socio-spatial practices.

Palavras-chave : lived space; place; situated pedagogy; popular education; pedagogical praxis.

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