Paulo Freire’s epistemology in pedagogues education during Supervised Curricular Internships
DOI:
https://doi.org/10.5212/PraxEduc.v.15.17067.101Abstract
This article presents part of a research that aimed to investigate in the theoretical constructions and dialogical actions of Paulo Freire’s “literacy method” contributions to the didactic organization of Curricular Supervised Internships in the Pedagogy course, as well as to systematize theoretical and practical guidelines for internships in a problematizing perspective based on the praxis of that thinker. This is a bibliographic research in relation to Freire’s theoretical constructions about his problematizing education. From the conceptions of human being, education and reality, which provide bases for Paulo Freire’s problematizing education, guidelines for planning and teaching practice were systematized in internships, based on rigorous research, epistemological curiosity, dialogicity, solidarity, criticality, reading the world, humility, ethics, aesthetics and political commitment to the learning of all.
Keywords: Supervised Curricular Internship. Pedagogy course. Paulo Freire.
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