A interdisciplinaridade em Freire como Práxis de leitura de mundo: uma proposta de educação concebida como formação humana.

Abstract

The aim of this research is to contribute to the understanding of a conception of education, it is understood as human formation, which overcoming the fragmentation of knowledge and, consequently, by reading reality, it potentiates the transforming capacity of people. In order to seek to re-signify the concept interdisciplinarity from Freire, by understanding that his proposal of dialogic education is a form of challenge to patterns of education based on fragmentation. The methodological apparatus that supported the investigation it was theoretical-bibliographical, being focused on a critical and inquiring reflection. Thus, due the understanding of the latent concept of interdisciplinarity at Freire's work being a structurant aspect in this study, the hermeneutic task was appropriate. From it we extracted that the proposal of formation of the human being, through the educative process can only occur through the dialogue like privileged form for the knowledge´s construction. According to Freire´s conceptions we understand that the models that reflect a banking conception of education make impossible the understanding of the totality of reality and, therefore, the projection of a different situation, the unpublished viable. But this projection is not a solitary task, only possible by men in communion, which leads us to consider a different way of being in the world, based on the solidarity among people in the search for being more.The possibility of transformation is in the heart of Freire's theory, in this sense it is fundamental to understand that the imperative of the dialogue defines the other as condition for humanization and the transformation of reality. It is in these terms that we defend the thesis that interdisciplinarity can be redefined from Freire as a praxis of reading of the world, based on the theoretical categories totality, dialogue and alterity, materialized in the methodology of the generating theme. The deep respect to the condition of being human and the relation between the parts and the whole that constitute the problematizing education, constitute the basis of the interdisciplinarity from Freire, it presents in the method of generating themes. In this sense, the wide range of Freire's theory, we seek to contribute to the understanding of a conception of a education, which enhances the transforming capacity of people, required for the understanding that the reality needs to be interpreted and transformed by interdisciplinary praxis. From this discussion the conception of education, deeply articulated to practice, seems to be clarified in its irremediable mission of transforming society and human coexistence into a permanent journey towards a latter humanly stage.