Paulo Freire's theory and practice: a counter-hegemonic paradigm for the construction process of reading and writing

Abstract

This article is the result of a study conducted on Paulo Freire's theory and practice, considering the process of building reading and writing in Youth and Adult Education as a counter-hegemonic paradigm. The aim in this study is to investigate Paulo Freire's theories as methodological foundations for the acquisition of reading and writing. The theoretical contribution is anchored mainly in Freire's theories, which are: Pedagogia do Oprimido (1987); Conscientização (1980) among other works that collaborated for the foundation of this work, as well as other authors who research, discuss and problematize the theme in question. Methodologically this research is characterized as qualitative-descriptive (Minayo, 2002); (Gil, 2008) and equally militant (Jaumont and Varella, 2016), having as empirical field a public school of the municipal education in the city of Amargosa-BA. For data production, semi-structured interviews were used with students and an open questionnaire, through the Google Forms platform with teachers, using Content Analysis (Bardin, 1977) as a support for data treatment. The study revealed that it is urgent to reflect on the legacy of Paulo Freire and his revolutionary literacy method, since, this research has revealed the rich contributions of the said author to the process of building reading and writing.