Some sociophilosophical understandings of Freire’s pedagogy in Ibero-American education journals

Abstract

Since the 1960s, after the literacy experience of young people and adults in Angicos/RN, Paulo Freire achieved international recognition with his emancipatory and humanizing educational proposal. In order to investigate how Freire’s political-pedagogical principles have been addressed in education research in Ibero-American countries, a bibliographic survey was carried out in the period between 2007 and 2019, through the electronic database of the Redalyc platform, considering only journals in Portuguese and Spanish, located in member countries of the Organization of Ibero-American States for Education, Science and Culture (OEI), with the exception of Brazil. By using the dynamics of discursive textual analysis, two categories of analysis were constituted: the influence of phenomenology on Freire’s pedagogy; and historical-dialectical materialism as the foundation of Freire’s praxis. It is noteworthy that the use of terms such as intentionality, consciousness, knowledge and perception explain the influence of phenomenology in studies related to Freire’s pedagogy, as they are concepts that enable an understanding of phenomena in subject-object relations. Concepts such as participation, dialogicity, problematization, humanization, liberation and social transformation reveal the theoretical-methodological influence of Marxism in studies based on Freire’s educational perspective, evidencing the dialectical nature in the relationships of subjects with each other and with the world, mediated by material reality in which they are historically inserted.