THE CONCEPT OF KNOWLEDGE FROM EXPERIENCE MADE IN PAULO FREIRE: AND ITS CRITICAL FORMATIVE DIMENSION

Abstract

We argue that sociocultural diversity needs to be part of educational practice, and that this knowledge is an inseparable part of the construction of knowledge from a liberating and therefore critical perspective. To think about these relationships, we sought in Paulo Freire, and more precisely in the concept of “knowledge made from experience” reflective and proactive paths for the construction of a critical transformative curriculum. It is necessary to take into consideration authors such as Silva (2012), Apple (2020), Paulo Freire (1993, 1987, 2001), Arroyo (2012), and Ana Maria Saul (2000), in defense of a critical and dialogic curriculum with the knowledge and cultures of the peoples. The methodological path adopted here includes the use of the dialectical method with a qualitative approach and the carrying out of bibliographic research with a descriptive design of an exploratory nature, analyzing empirical studies and essays on the topic in question. This text is composed of three parts: the first part analyzes the concept of knowledge from experience in the works of Paulo Freire; the second part examines the perspective of the critical transformative curriculum in its relationship with the concept of knowledge from experience; and finally, the third part presents the final considerations on the topic.