Paulo Freire, docência e formação de professores: possibilidades, limites e experiência em um curso de Pedagogia

Abstract

The pedagogical reflections of Paulo Freire represent a substantial theoretical and empirical foundation, offering valuable guidelines for the educational field. Initially centered on the sphere of popular education, Freire's legacy has significantly expanded, enabling discussions in the context of teaching and university training. This study aimed to establish connections between Freirean principles and the presence of his ideas and works in the Pedagogy program at the State University of Central-West (Unicentro), focusing on their relevance and potential in teacher training. Through the fundamental ideas of the author and bibliographic research, a documental analysis of the course syllabi was conducted to identify references to Paulo Freire. Alongside this methodological approach, a subjective dimension was incorporated, based on the experiential report of one of the authors, a graduate of the Pedagogy program. The results indicated that the program presents a limited incorporation of this author's assumptions. However, the professors address this gap by transcending the documental guidelines and adopting a dialogical stance in their pedagogical practices. Thus, the importance of teacher training embracing Freirean principles with clear indications in the syllabi is highlighted, aiming to value freedom, critical thinking, and dialogue as formative pillars.