Emancipatory and insurgent possibilities of Critical Pedagogy: dialoguing with Maria Amélia Santoro Franco
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Abstract
This interview aimed to deepen theoretical and methodological questions about the epistemological foundations of Critical Pedagogy, from the perspective of the formation of critical, insurgent pedagogues and researchers of the educational praxis. In this track, it also seeks to analyze the perceptions of Prof. Dr. Maria Amélia Santoro Franco about the challenges imposed to Pedagogy as a field of knowledge by the current neoliberal policies that are consolidated in the Brazilian educational scenario, especially in the field of teacher education, through Resolution No. 02/2019 of the National Education Council (CNE), which establishes the Common National Base for Teacher Education and its developments in the training of teachers and educators and the resistance movements to its implementation. Besides, the researcher makes notes about the current scenarios of the courses of Pedagogy in the Brazilian context after the National Curricular Guidelines (2006) and the dissonances between the formative proposals of these courses with the complex epistemology of Pedagogy as Science of the educative praxis.
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