T raits of the Freirean pedagogy in university teaching teaching internship as an activity that promotes pedagogical praxis

Abstract

In this study, teaching internship assumed outlines of permanent formation in the Freirean sense, a movement that stresses the naturalness of formative processes, questions the technical instrumentalization and subverts the reproductive logic, in defense of creative authorship, reaffirming the political character of the act of educating. This study is the result of a critical reflection about the participant development of the discipline named “The Pedagogy of Paulo Freire” offered in a course of Pedagogy, in a public university in the state of Ceará, Brazil. It aims to analyze the principles of Freire’s humanizing pedagogy in teaching internship as an activity that fosters pedagogical praxis in that discipline. The following theoretical references were used: Braga (2015), Freire (1992, 1997, 2001, 2014), Shör and Freire (1986), Masetto (1998), Therrien, Dias and Leitinho (2016), Pimenta (2012), Pimenta and Lima (2004). The inspiration in the assumptions of humanizing pedagogy allowed the resignification of the very conception of teaching, understood as the need to create an intellectual
discipline between educator and student, achieved only in and through the cognoscent practice. Dialogicity, critical reflexivity, investigative attitude and the creative authorship were traces of Freire’s pedagogy identified in the teaching-student practices constituted in the teaching internship.