Unfinished as a premise, freedom as a horizon: thinking and learning with Paulo Freire
DOI:
https://doi.org/10.24310/mgnmar.v1i3.9485Keywords:
Paulo Freire, Ontological vocation, School contentAbstract
This work narrates essential moments of the meeting of its authors with the work of Paulo Freire. Its purpose is to present a careful reflection of Freire's educational theory's selected topics and to answer some objections that it offers. Therefore the paper is structured as follows—first, a brief description of one of the authors' experiences with Freire's work. Second, we focus on the concept of ontological vocation to "be more", the basis of the philosophical anthropology of Freire's theory. Third, we focused on the way of understanding school content by responding to accusations of not overriding the "knowledge of everyday experience". It highlights the dialogical, interdisciplinary, and contextualizing aspects of Freire's way of treating knowledge. Fourth: we focus on the reasons that firmly hold the faith Freire had in the people, which is explicit in his life and work. Finally, consistent with a thought that is alive, and was elaborated in movement and for movement, we conclude with questions that point out paths for future reflections and investigations.
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