Da educação bancária à educação problematizadora: como as modificações nas estratégias pedagógicas e suas relações com o inacabamento e a autonomia, promovem o aprendizado do educador e da educadora na universidade?

Abstract

Considering the contemporary society, the difficulty of promoting new relations concerning the progress of theoretical and practical activities in the classroom space-time is noticed. The work of Paulo Freire discusses this proposal in order to find definitions that allow possibilities to the educational spaces to be more than just a static and narrator proposal. The thought of the author is used to pursue the two extreme that guide this study. Firstly, the banking education where the student is seen as an individual who knows nothing becoming deposit of knowledge. On the other hand, the problematizing education in which the humanization process is understood, which implies the action-reflection-action of humans about the world, to change it. It is considered that, from these two extremes, there are several possibilities, and spaces can be defined which may build differentiated relationships of teaching and learning. It is initially considered the anthropological idea of incompleteness in an attempt to understand the movement in the activities and practices between the educators and students. The present study aims to discuss educational relationships as intersubjective gnosiological situations based on the incompleteness category and on the constitution of modifying autonomy of subjects inserted in this context. It seeks to reveal the meaning of educators learning relationships taking into account the exercise and modification of pedagogical strategies. It is appropriate to conduct a qualitative research, for which, at first, it was carried out an ethnographic study, followed by individual interviews, finalized by the socialization of information from this work qualifying examining body. For the process of analysis and synthesis, the dialectical method was used for which pairs were defined and set up from categories and key ideas, previously determined, according to Freirian theoretical reference. The analysis and synthesis demonstrated the contradictions in the educator learning as he/she gets closer to constitute horizontal educational relationships. It was often noticed that educators limit Freirian vocation of being more, so they jeopardize their own learning and, otherwise, they reorganize pedagogical strategies and from these, and sharing with the students, reconstitute the learning.