TRAINING OF EDUCATION PROFESSIONALS: PEDAGOGICAL POSSIBILITIES IN PUBLIC EDUCATION

Abstract

This study aims to understand the processes of imprisonment of subjects (teachers and pedagogues) by culture/education, in the ways of being and becoming human, especially those involved in the concrete dimensions of their lives. Thus, historically, individuals, throughout their experiences, have had their voices silenced and their life opportunities denied, revealing the question: what is the potential of human development for emancipatory educational processes in pedagogical practices? The methodology is qualitative and bibliographic, comprising the reflections of a thesis in education, aimed at understanding a critical and emancipatory conception of education in human development. The results indicate the urgency of promoting education for the emancipation of subjects, since human development is the basis of the central axis of individual humanization, as we have historically lived subsumed by violence of all kinds, a legacy of a colonized country. Based on this premise, promoting training with pedagogical practices that ground dialogue, respect, and ethics, that considers the human experience at its core, and that develops critical thinking as a condition for analysis and proposes transformative practices, is a proposal for emancipatory training. It has potential and is insurgent amid the crises we are experiencing in education and life, or even in their intersections.