CONTRIBUTIONS OF PIAGET, VYGOTSKY AND PAULO FREIRE IN PEDAGOGICAL PRACTICE: A STUDY WITH BASIC EDUCATION TEACHERS

Abstract

This article aims to analyze how the theoretical frameworks of Jean Piaget, Lev Vygotsky, and Paulo Freire influence the pedagogical practices of a teacher working in Basic Education, based on a semi-structured interview conducted as part of a teacher education program. The study addresses the need to bridge theoretical knowledge from university training with practical experiences in the classroom, fostering a meaningful connection between theory and practice. The investigation was conducted through seven open-ended questions structured around the core educational principles of the three thinkers. The responses revealed a pedagogical practice aligned with Piaget's developmental stages and active learning; with Vygotsky's emphasis on social interaction and the teacher’s role as a mediator; and with Freire's pedagogy of dialogue, active listening, and valuing the students' lived realities as a starting point for planning. The findings highlight the importance of student protagonism, the inclusion fostered through attentive listening, and the continuous effort to overcome banking education in favor of a problem-posing and liberating approach. The study concludes that understanding and applying the contributions of these three theorists is essential for developing a critical, reflective, and transformative pedagogical practice—particularly for educators working in diverse and challenging educational settings.