Do clássico às ideias pedagógicas: uma leitura da pedagogia da autonomia, de Paulo Freire

Abstract

This text aims to analyze the pedagogical ideas of Freire present in the work Pedagogy of autonomy: knowledge required for educational practice problematizing it from the following questions: How does the work of Pedagogy of autonomy: knowledge required for educational practice can be considered
as a classic in teacher training? Which pedagogical ideas present in the Pedagogy of autonomy contribute to thinking about this issue? It starts from the relationship between the conception of classics defended by Calvino (2007) and the presentation of the pedagogical ideas developed by Freire (1996) in the book, describing it as a classic to be read in the current context. The notion of classics used was that elaborated by Calvino in the book Why read the classics? from the defiitions that contribute to expose the meanings of a classical reading in education. As methodology, the bibliographic research was used from the perspective of reader who, appropriating (CHARTIER, 2001b) of the
author's ideas, produces elaborations in order
to contribute to an analysis of the work. When
understanding the denition of classic as the one who never nished saying what he had to say, the one whose rereading is a discovery reading as the rst and the one that leaves noises in times and contexts even if they are incompatible with his ideas, reforms the reading of the author and the work inquestion, as a classic that becomes indispensable in the current educational context in which repeated offenses are imputed to the act of educating, to the
educational institutions and to the subjects that are inserted in it.