LEARNING, AUTONOMY AND EMANCIPATION: DIALOGUES BETWEEN FREIREAN PEDAGOGY AND DEHAENIAN NEUROSCIENCE?

Abstract

In this article, we aimed to discuss the possibilities for the contributions of Dehaene (2022) and Freire (2006) to complement each other in the construction of pedagogical practices that are both effective, from a neuroscientific point of view, and emancipating, from a social point of view, promoting active, meaningful, and transformative learning. To this end, we carried out this study based on a qualitative approach and guided by the comparative method. As a result, taking into account the complementarities, convergences and distances, we consider that Freire's and Dehaenian theories can complement each other in the construction of pedagogical practices that are simultaneously effective from a neuroscientific point of view and emancipatory from a social point of view by integrating approaches that value both cognitive processes and the sociocultural and political aspects of learning.  This enables the development of methodologies that promote both the development of critical awareness and the neuroscientific effectiveness of learning, such as interdisciplinary projects, active methodologies and formative evaluations that value error as part of the process of knowledge construction.