Loading...
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 200.03 KB | Adobe PDF |
Advisor(s)
Abstract(s)
O presente artigo assume no legado do pensamento de Paulo Freire o mosaico
de temas geradores capazes de transformar a cara da escola. Adentrando em quatro
das suas principais obras, a Pedagogia do Oprimido, a Pedagogia da Autonomia,
Política e Educação e Extensão ou Comunicação, procuramos compreender as re presentações dos seus princípios pedagógicos, curriculares e valorativos na cons trução da política educativa em Portugal, em particular aquela que se apresenta no
discurso jurídico-normativo que trespassa a Estratégia Nacional de Educação para
a Cidadania, o Perfil dos Alunos à Saída da Escolaridade Obrigatória, os Decretos-
-Lei n.º 54 e n.º 55 de 2018 e o Decreto Legislativo Regional n.º 11/2020/M. Portanto,
procedeu-se a um estudo exploratório, de natureza qualitativa assente na análise
de conteúdo da legislação referenciada. Procurou-se compreender a narrativa po lítica sobre educação em Portugal na interiorização dos seguintes temas geradores
freirianos: educação problematizadora; pensamento crítico; conscientização; cida dania; democracia; inclusão e esperança
This paper has, in the legacy of Paulo Freire’s thought, the mosaic of creative themes capable of transforming the face of the school. We went into four of his main works, Pedagogy of the Oppressed, Pedagogy of Autonomy, Politics and Edu cation and Extension or Communication and we tried to understand the represen tations of his pedagogical, curricular and valuative principles in the construction of educational policy in Portugal, especially that which you can find in the legal-nor mative discourse that runs through the National Citizenship Education Strategy, the Students Profile by the End of Compulsory Schooling, Decree-Laws 54 and 55 of 2018 and Regional Decree Law 11 2020/M. Therefore, an exploratory study of a qualitative nature was made based on the content analysis of the referenced legislation. We tried to understand the political narrative about education in Portugal on the following themes that generated Frei re: problematizing education; critical thinking; awareness; citizenship; democracy; inclusion and hope.
This paper has, in the legacy of Paulo Freire’s thought, the mosaic of creative themes capable of transforming the face of the school. We went into four of his main works, Pedagogy of the Oppressed, Pedagogy of Autonomy, Politics and Edu cation and Extension or Communication and we tried to understand the represen tations of his pedagogical, curricular and valuative principles in the construction of educational policy in Portugal, especially that which you can find in the legal-nor mative discourse that runs through the National Citizenship Education Strategy, the Students Profile by the End of Compulsory Schooling, Decree-Laws 54 and 55 of 2018 and Regional Decree Law 11 2020/M. Therefore, an exploratory study of a qualitative nature was made based on the content analysis of the referenced legislation. We tried to understand the political narrative about education in Portugal on the following themes that generated Frei re: problematizing education; critical thinking; awareness; citizenship; democracy; inclusion and hope.
Description
Keywords
Paulo Freire Política educativa Escola Autonomia Pesquisa qualitativa Educational policy School Autonomy Qualitative research . Faculdade de Ciências Sociais
Citation
Publisher
Centro de Investigação em Educação da Universidade da Madeira (CIE-UMa)