Resumo

SAUL, Alexandre  e  VOLTAS, Fernanda Quatorze. Paulo Freire and Antonio Gramsci: contributions to thinking teacher education as a context of building counterhegemonic teaching praxis. Rev. Reflex [online]. 2017, vol.25, n.2, pp.134-151. ISSN 1982-9949.  https://doi.org/10.17058/rea.v25i2.8961.

In this article we intend to establish bridges between the thought of Paulo Freire and Antonio Gramsci, in order to infer from their work the important role of education in the historical process of social transformation and the need to educate intellectuals committed to this purpose. Freirean concepts are explored, in dialogue with Gramsci's work, in order to demonstrate the value and timeliness of the proposals of these thinkers in overcoming contemporary challenges of teacher education, in a critical-emancipatory perspective. The text affirms the understanding of the school as a center of cultural production closely articulated to the project of society that one wants to construct and, therefore, like a space-time of which the popular classes can not and should not withdrawn, in the context of the hegemonic dispute. With this understanding, the need to take on the in-service education of teachers as a context for the formation of transformative intellectuals is discussed, a context in which significant knowledge is built, struggle for better work conditions is taken, and where one lives the everyday challange of building education with social quality.

Palavras-chave : Paulo Freire; Antonio Gramsci; Teacher Educativo; Organic Intelectuals; Transformative Intelectuals.

        · resumo em Português | Espanhol     · texto em Português     · Português ( pdf )