BETWEEN WORDS AND ACTIONS – THE KNOWLEDGE OF PAULO FREIRE'S "PEDAGOGY OF AUTONOMY" TO TRANSFORM TEACHING INTO LIVING PRACTICE

Abstract

Throughout his educational trajectory, Paulo Freire highlighted that certain "knowledges" are essential to transform teaching into a practice that transcends the logic of capital, the "objectification" of knowledge and "banking education". For Freire, it is not enough to hold knowledge; It is essential to mobilize it in a critical and dialogical way, enabling an emancipatory education that fosters the autonomy and active participation of the subjects in the teaching-learning process. In view of this, we ask: how can the knowledge of Paulo Freire's "Pedagogy of Autonomy" be effectively incorporated into the daily life of school teaching, in order to transform the classroom into a space of praxis and critical emancipation? To answer this question, we based ourselves on the works of Paulo Freire, whose reflections have always guided his educational work, as well as on other authors whose works dialogue with his pedagogical conceptions. Methodologically, the research adopts a qualitative approach based on Minayo (2016), based on bibliographic analysis according to Gil (1999) and on the comprehensive analytical perspective of Weber (2009). The findings indicate that the incorporation of Freire's knowledge into the school routine requires a pedagogical practice centered on dialogicity, on the recognition of students as historical subjects and on the overcoming of hierarchical structures that reproduce educational oppression. The research shows that the "Pedagogy of Autonomy" is only fully realized when the teacher recognizes himself as a mediator of knowledge and an agent of social transformation, resignifying teaching as a living and liberating practice.