DIALOGUE OF KNOWLEDGE: CONNECTIONS BETWEEN PEDAGOGY AND SOCIOLOGY FROM THE PERSPECTIVE OF PAULO FREIRE

Abstract

The dialogue of knowledge is representative of an interdisciplinary practice that guides sophisticated formative actions in the field of teaching, from the initial training of teachers to the processes of continuing education. From an exercise of systematization of experiences, this article aims to reflect on a formative experience in a teaching course, highlighting the thematic panorama of Paulo Freire's work. On the border between pedagogy and sociology, aspects related to the teaching methodology in the field of human sciences stand out, considering the theoretical and practical foundations of Freire's life and work. On an optional basis, the reference discipline welcomed undergraduate students from three courses in the area of humanities (social sciences, history and pedagogy), building a dialogical formative scenario and oriented to the understanding of thematic nuclei of Freire's thought. In this way, it was possible to (re)visit the work of the Brazilian author and some of his commentators, challenging future teachers to exercise a "situated pedagogy".