The actuality of Paulo Freire in times of pandemic: weaking dialogues about the challenges of education and teaching

Authors

DOI:

https://doi.org/10.5212/PraxEduc.v.16.16610.009

Abstract

In this article, at a time when we celebrate Paulo Freire’s centenary, we discuss the current moment crossed by profound crises. We problematize this context, especially with regard to the Brazilian educational scenario that experiences pressures for remote education in times of pandemic, looking in Freire’s legacy for clues to understand and seek answers to what we have lived and faced. We articulate Freire’s reference to the experiences lived by the Municipal Reference Center for Youth and Adult Education (Centro Municipal de Referência de Educação de Jovens e Adultos - CREJA), to the teaching work, tensioned by conservative projects, and the movement of lives understood in their potential for approximation and reflection in times of social distancing. We understand that revisiting Paulo Freire and having a dialog with his concepts is urgent and necessary, in the thickening for the densification of our actions and investigations in teacher education.

Keywords: Paulo Freire. Pandemic. Education.

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Author Biographies

  • Mairce da Silva Araujo, Faculdade de Formação de Professores/Universidade do Estado do Rio de Janeiro (FFP UERJ)
    PhD in Education from the Federal University of Rio de Janeiro (UFRJ); associate professor at the State University of Rio de Janeiro (UERJ); professor of the Graduate Program in Education (master's and doctorate): Formative Processes and Social Inequalities, at the Faculty of Teacher Training at UERJ; leader of the Vozes da Educação Research Group: memories, stories and teacher education; coordinator of the Literacy, Memory, Teacher Training and Ethnic Racial Research Group (ALMEFRE); and coordinator of the Research Group Network of teachers who study and narrate about Childhood, Literacy, Reading and Writing (REDEALE).
  • Daniel Pereira de Oliveira , Faculdade de Formação de Professores, Universidade do Estado do Rio de Janeiro (FFP-UERJ); Centro Municipal de Referência de Educação de Jovens e Adultos (CREJA), SME-RJ
    Professor at the Municipal Public Education Network in Rio de Janeiro, teaching at the Municipal Reference Center for Youth and Adult Education (CREJA), where he also works in the Continuing Education and Education for the World of Work Team. He is a doctoral student in Education and has a Master's in Education, both from the Faculty of Teacher Education at the State University of Rio de Janeiro (FFP UERJ). He participates, as a researcher, in the research groups: Voices of Education: memory (s), history (s), teacher education, Literacy, Memory, Teacher education and Ethnic racial relations (ALMEFRE), both by FFP UERJ; and Group of Studies and Research in Youth and Adult Education: contemporary issues, literacy and teacher training (GPEJA), by CREJA.
  • Regina Aparecida Correia Trindade, Faculdade de Formação de Professores/Universidade do Estado do Rio de Janeiro (FFP UERJ) e Universidade Federal do Rio de Janeiro (UFRJ)
    PhD student (2019) of the Graduate Program in Education Formative Processes and Social Inequalities at the Faculty of Teacher Education at the State University of Rio de Janeiro (UERJ - FFP); Master in Education by the Graduate Program in Education (PPGedu) at UNIRIO (2015), Pedagogue by Universidade Federal Fluminense UFF (2003); Graduated in History by UNIRIO (2013), she has a Lato Sensu Specialization in: Reading and Text Production by the Faculty of Letters UFF (2007), and in Literacy of Children from Popular Classes by the Faculty of Education UFF (2008). She is currently a Technician in Educational Affairs at the Federal University of Rio de Janeiro (UFRJ) and a Pedagogical Distance Teaching Professor in the Pedagogy Distance Learning Course at UNIRIO. She worked as a teacher in the initial grades and Educational Advisor in the networks of Niterói and Nova Iguaçu.
  • Geisi dos Santos Nicolau, Centro Municipal de Referência de Educação de Jovens e Adultos (CREJA)/ SME-RJ
    Teacher of the City of Rio de Janeiro, member of the Coordination of Elementary Education of SME / RJ acting as Director at the Municipal Reference Center for Youth and Adult Education (CREJA). Specialist in Youth and Adult Education and Literacy, Reading and Writing at the Federal University of Rio de Janeiro (UFRJ). She participates, as a researcher, in ConPAS - Conversations between teachers: Alterities and Singularities, in the College of Application of the Federal University of Rio de Janeiro (UFRJ) and in the Group of Studies and Research in Youth and Adult Education: contemporary issues, literacy and training teacher (GPEJA), by CREJA.

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Published

2020-12-08

Issue

Vol. 16 (2021): Publicação contínua

Section

Dossiê: Paulo Freire (1921-2021): 100 anos de história e esperança

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How to Cite

The actuality of Paulo Freire in times of pandemic: weaking dialogues about the challenges of education and teaching. Práxis Educativa, [S. l.], v. 16, p. 1–20, 2020. DOI: 10.5212/PraxEduc.v.16.16610.009. Disponível em: https://revistas.uepg.br/index.php/praxiseducativa/article/view/16610. Acesso em: 2 jun. 2026.