Educação na contemporaneidade - diversidades e as contribuições de Paulo Freire

Abstract

The purpose of this article was to address issues related to contemporary pedagogical practice, taking into account the diversity of students, in a perspective of (re) orientation of educational principles adapted to the real needs of students, marked by the plurality of demands and new configurations around the processes of teaching and learning, and especially dealing with the diversity of learners, and the challenges it brings us in relation to each other, underpinning meaningful learning in the school environment. It is proposed to reflect on how schools are enabling a dialogical, ethical and liberating education that respects the diversity of students, especially young people. This is a bibliographical research, in which the discussion that arises is the continuation of the statement of authors who have already disserted on the subject (GIL, 2002). The study found from the Freirean perspective that education should be seen as a practice that respects differences, valuing dialogue, emphasizing that knowledge is built on a partnership between individuals and the world. Thus, the educator's role is to stimulate learning and make his identity sensitized to recognize previous knowledge, the worldview that the student brings to the school space (FREIRE, 1998), which in turn must be assumed to be historical and social, to be thinking and transforming of its history.