A prática reflexiva de Donald Schön e a reflexão sobre a prática em Paulo Freire: aproximações e disjunções na perspectiva de uma formação omnilateral.

Abstract

The general objective of this thesis ís to demonstrate negative effects of theory's retreat in teaching and learning processes in public school, caused by neoliberalism and pos-modernity. For this purpose, I start from a confrontation of Donald Schön's reflexive practice, with Paulo Freire's reflection on the practice, looking for their approximations and their disjunctions, in light of omnilateral formation. The investigation problem is that since the seventy years of 20th century, due to emergence and expansion of neoliberalism and post-modernity, we have begun a theory's retreat in formal educational spaces, putting away even more the formative processes of omnilaterality perspective. The hypothesis of the research is that theory's retreat puts human formation, in formal spaces of education, subservient to market interests guiding National Common Curricular Base (BNCC) to disciplins which offer an immediate response to capital's interests. And this results in an undeniable ethical and intelectual delay, risking a civilizatory goal and harming students's multiple lateralities development. Schön's point of view emphasizes a professional knowledge's building, starting from teacher's subjetive and practical experience focused, mainly, on the construction of a useful or efficient knowledge to daily immediate and practical problems. Schön's perspective is reductionist, since it is based on a pedagogy inspired on engineering production's principles, defended by neoliberalism that enlarges unilaterality in formative processes. This point of view is negative to sons and daughters of subordinate classes. Differently, Freire's perception looks for workers' interests, because it articulates dialectically objectivity and subjectivity, theory and practice, material and immaterial works, consciousness amd world, constituting itself as a "counter-hegemony" against neoliberalism and as a possibility to build an omnilateral education. As a paradigm of analysis, omnilaterality's relevance is in its main characteristic: human being's development in his various dimensions. Starting from these considerations, I defend that Brazilian education already counts with a liberating pedagogy theory since decades of sixties years, which is turned to social transformation and focused on human beings's ontological vocation of being more.