O método do estudo imanente e a pedagogia da autonomia: “segundo capítulo: ensinar não é transferir conhecimento"

Abstract

This Final Course Work (TCC), prepared as part of the requirements for obtaining a Bachelor's Degree in Pedagogy from the Federal University of Alagoas, is the result of an immanent study of the second chapter of the book Pedagogy of Autonomy, by Paulo Freire, entitled "Teaching is not transferring knowledge". The main objective of this work is to conduct a bibliographic survey of the second chapter of the book Pedagogy of Autonomy, by Paulo Freire, using the Immanent Study Method, which is dedicated to the analysis of the category "study". In it, the author questions the traditional view of teaching, also known as "banking education", in which the educator is seen as the absolute holder of knowledge, while the student is reduced to a passive receiver. Freire argues that this approach does not promote autonomy or the active participation of students in the educational process. For him, teaching does not consist of transferring knowledge, but in valuing dialogue, the exchange of experiences and the collective construction of knowledge. In view of this, we sought to understand how this process occurs and how students can develop their intellectual autonomy. We recognize that this autonomy is stimulated through regular, systematic and methodical study. It was precisely the method of immanent study that guided the elaboration of this work. The method of immanent study is a systematic procedure, an application and/or a methodology for conducting studies of a bibliographic nature focused on the analysis and critical understanding of the books, theses and dissertations studied. Its objective is to enhance the cognitive capacity for production, socialization and appropriation of knowledge, thus contributing to the integral formation of the individual. As a result of this study, we verified through the critical analytical diary that immanent study has contributed to forging the intellectual autonomy of those who place themselves in the position of scholars and overcoming banking pedagogy, by enabling the overcoming of the mechanistic act of transferring knowledge.