(Trans)Formar: desafio freiriano para a formação docente.

Abstract

This paper presents a reflection considering the results of some studies already concluded, on experiences at Brazil and Colombia. Revisiting these investigations, we raise and discuss practical and theoretical issues that we consider significant and emblematic at Freire’s work for thinking and doing teachers’ education, such as the concept of dialogue and the horizontal pedagogical relations, the connection with the context and the valorization of the knowledge of the popular classes. The completed studies, in which this paper is based on, were developed by means of observations, conversations and interviews with subjects who were part of Freire’s experiences, as well as those who use his work as a foundation of their current educational practices and show us dialogue as a premise for teacher education. The reflection on these different formative processes includes, besides Freire, authors that dialogue with him such as: Melo Neto, Mejía, Saul, and Jara; which with their productions, emphasize the multiple dimensions and the plurality of ramifications of the Freirean production. In this way, the actuality of Freire’s work and the power of his propositions to continue mobilizing other theoretical and practicaltheoretical formulations are evidenced, what exposes his place in the constitution of a Latin American pedagogy, committed with the liberating education that is produced with the popular classes. This challenge is still present today, and it is especially significant to the education of teaching professionals.