CONTEXTURA DE CRISES E DIALOGAÇÃO

o legado da radicalidade crítica de Paulo Freire para o debate em educação superior popular

Abstract

This article presents, in a short and theoretically reflexive manner, the Paulo Freire’s intellectual journey and his critical praxis about the Brazilian higher education. It takes as reference the Freire’s involvement with pedagogical practices that are able to read the world from the dialogue and the re ‑definition of actors on this process. It bases on readings and discussions of his seminal writings, such as Edu‑cação e atualidade brasileira (1959) and “O professor universitário como educador” (1962), to understand the important, pertinent and substantial critical legacy on higher education in times indicating crisis in contexturas of conflicts, antinomy and contradiction between groups and fractions of social classes. It intends to bring to the contemporary debate, in a context of globalized capitalism and domesticated transnational regulations, a set of analytical elements to discuss the role of univer‑sity for the strengthening of social participation, for the popular empowerment in political decisions ‑makings as well as for social and democratic reengineering in times of crisis. It has as a starting point some pedagogical actions in the Brazilian higher education policy, which propose re ‑inventions and re ‑makings on the role of university in search of popular participation and popular contribution to the construction of academic knowledge.