Estudo imanente e a pedagogia da autonomia de Paulo Freire: prática docente - primeira reflexão

Abstract

This paper analyzes the first chapter of the book Pedagogy of Autonomy, by Paulo Freire, using the Immanent Study Method. This method aims to transform the reader into a writer. The method is developed in four simultaneous moments during writing: (1) Recomposition of Textual Geography in the Critical-Creative Dialogue; (2) Decomposition of Literary Cartographies of Textual Geography; (3) Authorial Composition of a Textual Geography of the Text(s) under Study; and (4) Autoethnographic or Self-critical Study Diary. The proposed approach allows for an in-depth and meaningful reading of the author's ideas, highlighting selfformation and study as transformative practices. In the chapter analyzed, we identified that Freire criticizes traditional education, which is often based on authoritarian and decontextualized practices, and proposes a pedagogy that values the autonomy and criticality of students. He refutes the banking view of education, in which the student is a passive receiver of knowledge, and emphasizes the need for dialogical pedagogical practices that respect prior knowledge and promote the construction of meanings. Throughout the research, it was observed that Freire's reflections on autonomy, critical awareness and ethics are fundamental for the autonomous and emancipatory formation of individuals. The Immanent Study Method proved to be effective in exploring these categories and deepening the understanding of their relevance in the contemporary educational context. We conclude that Paulo Freire's work remains an essential reference for rethinking and transforming pedagogical practices, aiming at a liberating education.