THE TEACHING THROUGH RESEARCH AND THE LIBERATING PEDAGOGY OF PAULO FREIRE: ANALYZING POSSIBLE PEDAGOGIC ARTICULATIONS

Abstract

Investigative teaching and Freirean pedagogy are teaching perspectives that, despite having started from different origins and contexts, with equally different purposes and having, to a certain extent, have been proposed to meet specific audiences and demands, it is possible to stablish articulations between their constructs. Thus, this paper proposes an analysis of these pedagogical articulations and intends to contribute to the discussions around teaching and learning science in contemporary times. For this analysis, common structuring elements between both proposals were selected, namely: the problem conception and problematization; the mobilization of prior knowledge; teacher mediation; the position occupied by the students and the intellectual freedom offered to such subjects and; the learning assessment process. The aforementioned analysis pointed to some approximations, especially with regard to the understanding around the problematization (covering the historical and social contextualization of such themes involved), the autonomy and valorization of previous knowledge, admittedly important for the genesis of knowledge in both perspectives . Also with regard to learning assessment procedures, both recommend that instruments be thought up that are able to involve students in this evaluative-formative process of recognition of potentialities/weaknesses and reframing of the error. It is argued, therefore, that investigative activities, in line with the Freirean perspective, may contribute to the scientific literacy process of students, by stimulating their active participation, argumentation, the development of cognitive skills, but, above all, involvement in scientific practices that problematize the reality in which they are inserted.