Teacher training in freire´s perspective: saying the world and learning/teaching the world

Authors

  • Silvana Aparecida Pin Universidade Regional Integrada do Alto Uruguai e das Missões - URI - Campus de Frederico Westphalen/RS, Brasil
  • Arnaldo Nogaro Universidade Regional Integrada do Alto Uruguai e das Missões - URI - Câmpus de Erechim/RS, Brasil
  • Cênio Back Weyh Universidade Regional Integrada do Alto Uruguai e das Missões - URI - Câmpus de Santo Ângelo/RS, Brasil

DOI:

https://doi.org/10.5902/1984644417994

Keywords:

Dialogical education, Paulo Freire, Teacher training

Abstract

This study aims to reflect on the training of teachers based on the Freire’s conceptions in order to perceive indicatives that can lead the educator to develop a liberating education through transformative praxis. The research was of bibliographical character. The dialogical education and social praxis are highlighted as permanent challenges to the educators who wish to contribute to a world transformation from their practice. Something else that the teachers need for a successful methodology is their own liberation and work in their students’ liberation. For this, they rely on the power of the word, not just the spoken word, but that can be used in many ways, as an essential tool in teaching/learning to say and change the world.

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Published

2016-12-15

How to Cite

Pin, S. A., Nogaro, A., & Weyh, C. B. (2016). Teacher training in freire´s perspective: saying the world and learning/teaching the world. Education, 41(3), 553–566. https://doi.org/10.5902/1984644417994

Issue

Educação, v. 41, n. 3, set./dez. 2016

Section

Continuous Demand

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Declaration of originality

We declare that all articles present in the journal Educação (UFSM) are originals and were not submitted for publishing on any other publication, as a whole or a fraction.  We also declare that, after being published by Educação (UFSM), a paper will not be submitted to another journal within two years. After this time, our journal transfers the publishing rights to the authors, with a permit granted by the Editorial Council.

We also acknowledge that the originals’ submission to Educação (UFSM) implies on a transference of copyright for physical and digital publishing to the journal. In case of noncompliance, the violator will receive sanctions and penalties predicted by the Brazilian Copyright Protection Law (n. 9610, dated 19/02/98).


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This work is licensed under a Creative Commons Attribution 4.0 International (CC BY 4.0)