Princípio metodológico da educação libertadora

rigorosidade e curiosidade epistemológica

Abstract

The purpose of this paper is to analyze the Paulo Freire’s conception of liberating education, a term used by Paulo Freire to describe the form of educating that is concerned with the understanding and the transformation of the reality of the individual so far as they can be protagonists of their own liberation. By bringing to the discussion the liberating education, the author believes that at every moment of the teaching-learning is essential the practice of the dialogue. In this perspec-tive, this paper reflects about the methodological principle of an education with liberating nature, highlighting the strictness and epistemological curiosity as essential characteristics. It was used as methodology the bibliographical study, starting from the analysis and discussion of Paulo Freire’s texts, as well as research of the thought of the author commentators. In the course of considerations, it is clear that liberating education is introduced by Freire as a way to build collective knowledge, taking into account the human essence, the incompleteness and the ability to promote education with infinite possibilities in the process of knowing, create and reflect.