Prática docente inspirada em Paulo Freire: um estudo desenvolvido na disciplina Didática em uma universidade comunitária

• Ano de defesa: 2019
• Autor(a) principal: Monteiro, Angélica Ramacciotti
• Orientador(a): Saul, Ana Maria
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: Currículo
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Pratica de ensino; Professores universitários - Formação profissional; Ensino superior; Freire, Paulo [1921-1997]
• Palavras-chave em Inglês: Student teaching; College teachers - Occupational training; Higher education
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO
• Link de acesso: https://tede2.pucsp.br/handle/handle/22017

This research analyzes the teaching practice of the critical and emancipatory education in the university environment. The study has the goal of analyze the in class procedures of a teacher who assumes himself as of a freirean line. From the theoretical references of Paulo Freire and authors whose work is in consonance with the principles of Freire’s pedagogy, such as Ana Maria Saul, Eliete Santiago e Margarete Braga, evidences which showed the educational practical movement of the teacher were searched for and analyzed. The first step of the research, of a qualitative approach, was made of a bibliographic review and the contexture of a Freire’s conceptual framework, which embraces the following notions: participation, dialogue, knowledge and “ser mais”. The second step encloses the analysis of documents, observation in class and interviews. The field research was held in a community university in the city of Santos. The data analisys revealed that the teacher’s dialogical practices build up, guide and stir the classes, which are reinvented from the presented limit situations. The data analysis showed that the studied teaching practice agrees with Freire’s pedagogy, because it develops a critical and emancipatory relation in class and tends to pursue a project of a democratic and humanizing society. It is expected that the present investigation may contribute to support the critical-transforming practical movements of teachers who adopt Freire’s framework in relation with the educational basis of other teachers. This study is a part of a national research, settled in the Paulo Freire Cathedra, at PUC-SP, under coordination of PhD Ana Maria Saul, entitled: “Paulo Freire’s Thoughts nowadays: analysis of policies and practices”