RESUMO Este artigo descreve os elementos característicos da pedagogia do oprimido, destacando as mediações pedagógicas centrais envolvidas no chamado método de Paulo Freire, que é sistematizado como um modelo analítico no final do texto. Para tal, centramo-nos nas experiências sociopedagógicas desenvolvidas pelos movimentos sociais, entendendo-as como estratégias de formação. O estudo aqui apresentado é o resultado de mais de quinze anos de investigação acadêmica, com movimentos sociais do Brasil e da Argentina. Nessa perspectiva, realizamos uma revisão bibliográfica da obra central de Freire, Pedagogia do oprimido, aqui apresentada em duas partes: o complexo do oprimido e o circuito dialógico, como leitura sintética que oferecemos da proposta pedagógica de Freire. O objetivo é desenvolver um conhecimento mais abrangente sobre esses processos de formação, promover as experiências educativas dos movimentos sociais e difundir o pensamento de Paulo Freire.
ABSTRACT This article describes the characteristic elements of the pedagogy of the oppressed, highlighting the key pedagogical mediations involved in the so-called Paulo Freire’s Method, which is systematized as an Analytical Model at the end of the text. To do so, we have focused on the socio-pedagogical experiences developed by social movements, understanding them as strategies of formation. This study is the result of more than fifteen years of academic investigation along with social movements from Brazil and Argentina. From this perspective, we conducted a bibliographic review of Freire’s major work, Pedagogy of the oppressed, herein described in two parts: the Complex of the Oppressed and the Dialogical Circuit, as a synthetic reading offered of Freire’s pedagogical proposal. Our objective is to develop a more comprehensive knowledge about these formation processes, promoting the educational experiences of the social movements, and spread Paulo Freire’s thinking.
ABSTRACT This article describes the characteristic elements of the pedagogy of the oppressed, highlighting the key pedagogical mediations involved in the so-called Paulo Freire’s Method, which is systematized as an Analytical Model at the end of the text. To do so, we have focused on the socio-pedagogical experiences developed by social movements, understanding them as strategies of formation. This study is the result of more than fifteen years of academic investigation along with social movements from Brazil and Argentina. From this perspective, we conducted a bibliographic review of Freire’s major work, Pedagogy of the oppressed, herein described in two parts: the Complex of the Oppressed and the Dialogical Circuit, as a synthetic reading offered of Freire’s pedagogical proposal. Our objective is to develop a more comprehensive knowledge about these formation processes, promoting the educational experiences of the social movements, and spread Paulo Freire’s thinking.
