Contribuições do pensamento de Célestin Freinet para a formação de professores(as): uma pesquisa bibliográfica

Abstract

Education has been marked by movements that seek to break with traditional teaching methods, giving space to practices that value the creativity and autonomy of students in their learning processes. In this context, the ideas of Célestin Freinet emerged in the 20th century, based on a more humane, cooperative, and democratic education. This research was developed from the following guiding question: what are the contributions of Célestin Freinet's thought to the training of teachers, considering national academic production and educational experiences reported in different studies? This research has the general objective of understanding, based on national academic production, the contributions of Freinet's thought to the training of teachers. To this end, it presents the following specific objectives: a) to identify, in national academic production, the main points of convergence between Freinet's pedagogy and teacher training; b) to reflect on the limits and possibilities of this thought in the face of the contemporary demands of Pedagogy courses. This research was developed from a qualitative, bibliographical approach. Data collection was carried out through a search on the Scientific Electronic Library Online (SciELO) portal and Google Scholar. The time frame considered publications between 2013 and 2025, encompassing twelve years of scientific production. This period was established because it includes recent studies on the topic studied. Ten works were analyzed. The results show academic productions that address Freinet's pedagogy from different perspectives, ranging from historical analyses to teacher training experiences, demonstrating the diversity of approaches to Freinet's thought in the mapped works. They also show the need for further research on the thought of an author who brings such innovative ideas to thinking about education, even in our time.