A importância dos e das educadoras na construção da autonomia dos e das educandas em Paulo Freire

Abstract

From the guiding question – what is the importance of the educators in the building of pupils’ autonomy – we aimed, as a general goal, in terms of a first approach to the topic, to reflect upon the importance of the educators in this construction. For this purpose, we carried out a bibliographic study of Paulo Freire’s works: Pedagogy of Freedom, in the first place, Pedagogy Of The Opressed and Education: The Practice of Freedom. The autonomous individual is the one who actively contributes to their own learning and life process with freedom of thought and action. In other words, the individual who takes their experiences to scholar environment, so that, togheter with the educators, they can build favoring relationships to their autonomy process. To comprehend Paulo Freire, his work and his ways on understanding Education, other authors supported us in our studies route: Gadotti (2001), Araújo (1996), Kohan (2019). According to the supporting authors and Freire himself, the educational process must be built by dialogical relations that enable the critical curiosity awakening, turning the pupils into reflexive subjects and individuals who are open to the new. We noticed that the educators who focus on the liberating pedagogy under Paulo Freire's perspective find this to transform the thought of the being of the pupil seeking their autonomy. The autonomy construction is a process centered around experiences that must be stimulated, based on the respect of who see on the pupil's Being someone able to make history.