PRÁTICA EDUCATIVA EMANCIPATÓRIA NO CONTEXTO DA ESCOLA: ALGUMAS REFLEXÕES

Abstract

This article presents a brief theoretical reflection on emancipatory educational practice. To systematize the analysis, we initially chose to rescue the definition of praxis and educational practice, understanding that the latter is a form of materialization of the former. Next, we approach, in a more specific way, about the educational practice in the school context. We also tried, even if briefly, to relate educational practice and educational policy. In order to systematize this work, we retrieved the understandings based on the study of authors, such as: Freire (1980; 2011), Kosik (2002), Vasquez (2007), Marques and Carvalho (2016) and Saviani (2018). The study carried out evidenced: a) the educational practice, as a form of praxis, an activity that belongs to man, must be understood as an intentional and reflective activity; b) emancipatory educational practice presupposes that true learning is the result of a critical view, acquired through reflexivity; c) educational practices, developed in the school context, must consider the student as a subject and the search for knowledge must be based on communicative action, critical thinking and emancipation.