Práticas transgressoras para uma educação libertadora: uma busca por resistências no ensino público brasileiro

Abstract

From the conception of banking education presented by Paulo Freire, it is necessary to analyze how education is constituted in the Brazilian curriculum through the analysis of the construction of current pedagogical political projects and the understanding of the main educational challenges today. This study aimed to identify original pedagogical projects by high school teachers in public schools in Brazil focused on emancipatory education. The research aimed to conduct a qualitative and documentary analysis based on an online survey. Twenty-three projects from the Porvir platform were selected for analysis, with most projects occurring in the Northeast region, in state schools, and generally addressing themes of citizenship, territoriality, identity, and culture. The hermeneutic-dialectical method was chosen to analyze the following categories: the pedagogical political project of the schools where the projects were carried out, transgressive practices in education, challenges and potentials of educators, and multiplier effects of the projects. In the selected projects, teachers did not mention the pedagogical political project of the schools, but the political bias of their projects was evident, aligned with social transformation, the valorization of historically marginalized cultures, and youth social protagonism. The projects impacted both educators and students, boosting self-esteem and increasing the sense of belonging, bringing the community closer to the school, and some projects had social and environmental impacts on the community. The selected works proved to be a practice of freedom and resistance, as they valued historically silenced cultures and provided a space for expression and creativity. Additionally, students felt belonging and agency in their reality, taking ownership of their protagonism and empowered in their desires.