"Pedagogy of Autonomy. Saberes necessary for educational practice" On introduction of the book - "FIRST WORDS" (FREIRE, 2003, p.13-20) - Freire explains the target audience (teachers trained or in training), insisting that form a ( a) (a) student is much more than simply training and
knowledge deposit. And that, for training, we
need ethics and consistency. In the first
chapter - "THERE IS DOCÊNCIA WITHOUT DISCÊNCIA" we have examples of different types of educators: critics, progressive and conservative. Paulo Freire emphasizes the need for a critical reflection on the educational practice. Without this consideration, the theory can only go turning speech, and practice, activism and reproduction divested. In the chapter "Teaching is not transferring knowledge," Freire (2003) upturn in his speech the need for educators create opportunities for the production or construction of knowledge by students (as), a process in which the
teacher and the student does not reduce the condition of object from one another. It stresses that "... teaching is not transferring knowledge, but creating opportunities for their own production or its construction" (FREIRE, 2003, p. 47), and that knowledge needs to be lived and witnessed by the official teaching. This reasoning exists because we are human beings and as such, we realize that we are unfinished: would inconclusão existential of every human being (FREIRE, 2003, p. 50). It is this consciousness that motivates us to find, understand and change "which is conditioned, but not given" (FREIRE, 2003, p.53). We shall thus be subject, not only object of our history, because we should not see situations such fatalities, but incentive to change them. Teaching
requires humility, tolerance and fight to defend the rights of students and also requires the apprehension of reality (FREIRE, 2003, p.66). In the last chapter (FREIRE, 2003, p. 91-146), Freire shows the need for security, knowledge and generosity of the educator to have jurisdiction,
authority and freedom in the conduct of their classes. He advocates the need to exercise our authority teacher with security based on professional competence, coupled with generosity. Believed that the real discipline is not "... in the silence of the silenced, but in the uproar of the restless" (FREIRE, 2003, p.93), in the hope that awakens the teaching of content, resulting in the testimony of the ethical teacher-this would be the authority consistently democratic. Teaching requires commitment (FREIRE, 2003, p.96), and we need to make aproximemos increasingly, our speeches, our actions. As teacher, it is necessary to interpret the lines of what happens in space school and be aware that their presence in that area is no more desapercebida by students (as). References FREIRE, P. PEDAGOGIA OF AUTONOMY - knowledge necessary for educational practice. Sao Paulo: Peace and Earth, 2003.
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