Emancipatory education and actuality of Paulo Freire's ethical-political thought: dialogue and promotion of human rights

Abstract

This work aims to contribute to the demystification of the pejorative attributions suggested by different actors in the non-progressive field, supported by lack of information and lack of solid references for analysis, about the emancipatory meaning of Paulo Freire's work and its impact on human rights education. . It also aims to analyze Freire's theoretical suggestions as ways to build mechanisms for consolidating a democratic radicalism within Brazilian society. Sectors of society suggest that Paulo Freire would be an author of Marxist strand, postulator of orthodox "leftist" doctrines in formal education processes, justifying proposals whose content aims to counter this supposed indoctrination, such as the project called "School without a party" . We seek to demonstrate that Paulo Freire's primary concern is that of an ontological character in educational processes, human formation, indicating educational means for the improvement of reflection and action that are closely related, leading to the improvement of the human being and that, in the midst of this concern, there is a greater, emancipatory objective, encompassing all the orders of this improvement: the promotion of justice, the secular and universal character of the public school, the right to the free expression of ideas, respect for the cultural realities of each student, the collective construction of knowledge and the defense of human rights.