Pedagogy of the Oppressed Early Childhood: decolonizing Early Childhood Education with Paulo Freire
DOI:
https://doi.org/10.5212/PraxEduc.v.16.16588.040Abstract
This article is a theoretical essay that intends to analyze how Paulo Freire’s work can contribute to a childhood pedagogy focused on human emancipation from Early Childhood Education, pointing to the construction of a Pedagogy of the Oppressed Early Childhood. Even without having accumulated theoretical and empirical productions specifically with children, Paulo Freire’s work proves to be a fertile territory to project the construction of Early Childhood Education in dialogue with the emerging debate on the decolonization of pedagogical work with children from 0 to 5 years old. Pedagogy of the Oppressed Early Childhood is analyzed in structural terms, in the pedagogical authoritarianism with children, in the relationship between authority and freedom and in the path of children’s curiosity. It is understood, therefore, that educating children can only be understood as an act of love if their revolutionary potential is cultivated so that the world is more humanized.
Keywords: Pedagogy of the Oppressed Early Childhood. Early Childhood education. Paulo Freire.
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