Conceito de criticidade de Paulo Freire na matriz curricular do Programa Brasil Alfabetizado na perspectiva de teses e dissertações

Abstract

The discussion around youth and adult literacy takes place in a number of ways. In this dissertation we will investigate how the concept of criticality of the educator Paulo Freire developed over some works: the construction of the proposal for the curricular matrix of the 1st segment (literacy) of the Brasil Alfabetizado Program; as well as the discussions between freirían criticism and the proposal of the curricular matrix present in the theses and dissertations of the database of the Brazilian Digital Library of Theses and Dissertation (BDTD). This dissertation was developed base don the methodology of a bibliographic research, seeking to answer the following question: in what situations does the Brasil Alfabetizado Program approach and in what situations does it distance itself in relation to Paulo Freire’s concept of criticality? To answer this question we start from the hypothesis that the Brasil Alfabetizado Program oscillates in relation to Paulo Freire’s conception of criticality. Thus, the general objective of this research was to discuss the appropriation of the concept of criticality present in the proposal of the matrix of the 1st segment (literacy) of the Brasil Alfabetizado Program, in the light of the Freirian framework. As specific objectives, it is necessary to investigate the concept of criticality present in the curricular matrix of the Literate Brazil Program and analyze and discuss the posible approaches and distances of this concept with the Freirian framework of criticality. It concludes base don the proposal of the Curriculum Matrix of the 1st segment (literacy) of the Literate Brazil Program that despite the efforts of the agents that participated in its construction, the neoliberal influence permeates the curriculum of literacy for young people and adults. At this point, the practices of “banking” education are common, with strong individualistic influences, not recognizing the diversity and learning time of each subject. Web ring as an end point the hope that the actions of a more critical literacy can, in fact, be part of the construction of the conscience not only of the people in process of literacy, but also of all those who are involved in this process.