SCHOOL MANAGEMENT AND CONTINUING TEACHER EDUCATION: A DIALOGUE WITH PAULO FREIRE

Abstract

The research presents an investigation into the theoretical presence of Paulo Freire in continuing teacher education programs, especially those carried out within the school setting. It begins with the understanding that Freire’s work offers essential foundations for a democratic and emancipatory education and is therefore indispensable to teacher education. From this perspective, the study seeks to analyze the pedagogical dimension of school management—particularly that of the pedagogical coordination—by examining the mediation–coordination processes undertaken by this professional in implementing study practices and fostering adherence to the theoretical framework that guides in-service teacher training. The theoretical–methodological foundation is based mainly on the works “Educação e Atualidade Brasileira” (Freire, 2003), “Pedagogia da Autonomia” (Freire, 2002), and “Pedagogia do Oprimido” (Freire, 1987), recognizing in them the principles of the Liberating Education, which is centered on the development of people’s critical consciousness as one of the key elements in the process of human and social emancipation. The methodology is qualitative, involving documentary analysis of the Political-Pedagogical Project of the investigated school and semi-structured interviews with the pedagogical coordinator, seeking to identify both the coordinator’s perceptions regarding Freirean theory and the actions (or gaps) concerning the incorporation of this theoretical framework into teacher professional development. The collected data indicate the existence of a significant gap in the integration of Paulo Freire’s work into continuing teacher education activities. This scenario of limited knowledge of Freirean pedagogy compromises the development of educational practices committed to democratic ideals and social justice. In addition to the empirical investigation, the research proposes intervention actions aimed at including Freirean texts in the school’s teacher training program. The study also seeks to contribute to the academic and public debate on the importance of valuing Paulo Freire in Brazilian education, especially in the face of contemporary attacks on his work by reactionary political groups.