Paulo Freire's reading of childhoods: school-house paths as knowledge-generating theme

Authors

  • Márcia Baiersdorf Universidade Federal do Paraná
  • Marília Torales Campos Universidade Federal do Paraná

DOI:

https://doi.org/10.17058/rea.v28i1.12939

Keywords:

Paulo Freire, Childhood, Daily, Generator Theme.

Abstract

This article denotes the construction of a culturally integrated curriculum, attentive to the way that children pronounce their reality. In order to do so, it evokes the thematic universe of a group of students on their way from yours home to an Elementary School. The data selected for analysis provide research conducted with child participation and express the relationship with where they live and study. The reading of Freire (1987) with the words and photographs of children clarifies the social and cultural experience that permeates the unveiling of everyday life, from where the generating theme of knowledge is announced.

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Author Biographies

Márcia Baiersdorf, Universidade Federal do Paraná

Professora do Setor de Educação da UFPR, Departamento de Planejamento e Administração Escolar (DEPLAE), Organização do Trabalho Pedagógico.

Marília Torales Campos, Universidade Federal do Paraná

Professora Doutora da Universidade Federal do Paraná.

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Published

2020-01-05

How to Cite

Baiersdorf, M., & Campos, M. T. (2020). Paulo Freire’s reading of childhoods: school-house paths as knowledge-generating theme. Reflexão E Ação, 28(1), 81-96. https://doi.org/10.17058/rea.v28i1.12939

Issue

Vol. 28 No. 1 (2020)

Section

Artigos do Fluxo

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