EMANCIPATORY EDUCATION: RETHINKING EDUCATION FOR SOCIAL TRANSFORMATION

Abstract

This article explores teacher training in basic education, within the Brazilian educational and sociopolitical context, which faces contemporary challenges. The main objective is to analyze teacher education approaches through the lenses of social and political philosophies, aiming to understand how ethical, cultural, technological, and playful aspects can be integrated to address current educational demands. In response to the structural crisis of capital and the limitations of technical training, a pedagogical practice that values critical thinking, inclusion, and social justice is advocated, empowering educators for reflective and emancipatory action. Methodologically, a critical literature review is conducted, examining authors who discuss the intersection of education and sociopolitical issues to build a theoretical foundation supporting teacher training focused on transforming and democratizing the educational space.