New grammar of resistance pedagogy

a reading from Freire

Abstract

In this article, we highlight the contributions of the readings of Freire (1975, 1979, 1992, 2005) and Honneth (2009, 2018) that were part of our professional trajectory. It is noteworthy that in the paths we live at different times, as teachers, researchers of Education, we had the opportunity to experience innovative pedagogical practices, largely based on the bibliographic legacy of Paulo Freire, which enabled us/ makes it possible to value the relevance of political-pedagogical action in schools. We bring here the clipping of a research carried out in four public schools in Alagoas, an investigation called Alagoas  inserted in the Observatory in EJA, which led us to verify that the schools are configured as spacetime for the exercise of autonomy, by students and teachers, appropriating the reality. Still inspired by Freire (1979), we reaffirm the commitment to Education as a practice of freedom. In this context, the word is understood as “the world's transforming force”. Thus, we can think with Freire (2005) and Honneth (2009; 2018) in the forms of engagement and struggle that evoke processes of humanization and liberation in the face of contexts of deep reification and consequent forgetfulness of subjective and social recognition.