O lugar do conceito de mundo da vida de Edmund Husserl na pedagogia libertadora de Paulo Freire
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Tipo
Artigo
Classficação
Nível teórico
Data
2022
Título do Períodico
Educação e Pesquisa
ISSN
1678-4634
Página(s)/e-location
e245421
Idioma(s)
pt
Fonte
Fonte
São Paulo, SP
48
48
Coleções
Resumo
O mundo da vida é um dos conceitos-chave para as reflexões de Husserl a respeito da ciência no contexto do positivismo europeu. Paulo Freire, por sua vez, não usa especificamente o termo mundo da vida, mas sua pedagogia parte da realidade dos(as) educandos(as) e de suas visões de mundo. O objetivo deste artigo é responder à questão: qual é o lugar do conceito de mundo da vida de Husserl na pedagogia de Paulo Freire e porque é um conceito tão importante para a educação libertadora freireana? A interpretação de Freire (1999, 2011, 2014, 2016, 2019a, 2019b), Husserl (2012) e demais autores, por meio da hermenêutica como método, nos permitiu concluir que o mundo da vida é um dos elementos centrais do processo de conscientização defendido por Paulo Freire. Essencial, portanto, para a libertação dos oprimidos e oprimidas, à medida que aprendem a ler o mundo, que passam de uma consciência ingênua para uma consciência crítica e se descobrem sujeitos capazes de transformar a realidade. Diversos estudos abordam a influência da fenomenologia existencialista na pedagogia freireana, mas poucos tratam especificamente sobre o lugar do mundo da vida de Husserl na pedagogia de Paulo Freire. A relevância desse artigo está nos elementos que oferece a leitores e leitoras para que possam compreender melhor a teoria e a prática de um dos maiores educadores brasileiros.
The lifeworld is one of the key concepts for Husserl’s reflections on science in the context of European positivism. Paulo Freire, in turn, does not specifically use the term lifeworld, but his pedagogy starts from the reality of the students and their worldviews.The objective of this article is to answer the question: what is the place of Husserl’s concept of the lifeworld in Paulo Freire’s pedagogy and why is it such an important concept for Freire’s education for liberation? The interpretation of Freire (1999, 2011, 2014, 2016, 2019a, 2019b), Husserl (2012) and other authors, through hermeneutics as a method, allowed us to conclude that the lifeworld is one of the central elements of the awareness process defended by Paulo Freire. Essential, therefore, for the liberation of the oppressed, as they learn to read the world, who pass from a naive conscience to a critical conscience and discover themselves as subjects capable of transforming reality. Several studies address the influence of existentialist phenomenology on Freire’s pedagogy, but few specifically address the place of Husserl’s lifeworld in Paulo Freire’s pedagogy. The relevance of this article lies in the elements it offers to readers in order to better understand the theory and practice of one of the greatest brazilian educators.
The lifeworld is one of the key concepts for Husserl’s reflections on science in the context of European positivism. Paulo Freire, in turn, does not specifically use the term lifeworld, but his pedagogy starts from the reality of the students and their worldviews.The objective of this article is to answer the question: what is the place of Husserl’s concept of the lifeworld in Paulo Freire’s pedagogy and why is it such an important concept for Freire’s education for liberation? The interpretation of Freire (1999, 2011, 2014, 2016, 2019a, 2019b), Husserl (2012) and other authors, through hermeneutics as a method, allowed us to conclude that the lifeworld is one of the central elements of the awareness process defended by Paulo Freire. Essential, therefore, for the liberation of the oppressed, as they learn to read the world, who pass from a naive conscience to a critical conscience and discover themselves as subjects capable of transforming reality. Several studies address the influence of existentialist phenomenology on Freire’s pedagogy, but few specifically address the place of Husserl’s lifeworld in Paulo Freire’s pedagogy. The relevance of this article lies in the elements it offers to readers in order to better understand the theory and practice of one of the greatest brazilian educators.
Descrição
Palavras-chave
Paulo Freire, Edmund Husserl, Mundo da vida, Leitura do mundo, Conscientização, Paulo Freire, Edmund Husserl, Lifeworld, Reading the world, Conscientization
Citação
CAMPOS, Gabriela Ribeiro de; MESQUIDA, Peri; KIRA, Luci Frare. O lugar do conceito de mundo da vida de Edmund Husserl na pedagogia libertadora de Paulo Freire. Educação e Pesquisa, São Paulo, SP, v. 48, p. e245421. 2022. https://doi.org/10.1590/S1678-4634202248245421por. Disponível em: https://www.scielo.br/j/ep/a/kLFYWnMCqLPYDNgmgCXBKJm/?lang=pt. Acesso em: 2023-09-26