A atualidade de Paulo Freire no “grito” sufocado dos oprimidos
This study problematizes the oppressive relations of slavery that endure and encourage violence, instituting structural racism in Brazil. The “cry” metaphor guides the thesis defended that the word produced in the liberating dialogue promotes liberation (FREIRE, 1980). As a methodology, the paper is...
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| Autores principales: | , , |
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| Formato: | Artículo |
| Lenguaje: | portugués |
| Publicado: |
2022
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| Materias: | |
| Acceso en línea: | https://dialnet.unirioja.es/servlet/oaiart?codigo=8456379 |
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| Sumario: | This study problematizes the oppressive relations of slavery that endure and encourage violence, instituting structural racism in Brazil. The “cry” metaphor guides the thesis defended that the word produced in the liberating dialogue promotes liberation (FREIRE, 1980). As a methodology, the paper is based on bibliographic research in works by Almeida (2019), Freire (1980, 1987, 1993, 2002), Freyre (2003), Gomes (2019), Hooks (2017), Munanga (2005), Nascimento (2016), Schwarcz (2019), among others. This research infers that dialogical education enhances the struggles of the oppressed, promoting Freire’s educational praxis as a possibility of gradually overcoming structural racism. It highlights the need to broaden the debate on raciality in the initial and continuing teacher education, in order to encourage “awareness” and “Being more” (FREIRE, 1980, 1987). |
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