Educação para a autonomia: reflexões sobre o conceito de autonomia a partir de Paulo Freire

Abstract

This research aims to analyze the practical and theoretical implications from the concept of autonomy developed by the pedagogue Paulo Freire. Using bibliographical and analytical methods, it is developed, initially, the path through the tradition of Western thought, putting into evidence the way in which the different philosophers, as Plato, Immanuel Kant, Nietzsche and Michel Foucault dealt with such theme. Even though each author has taken different ways, it is shown that in general the concept of autonomy is always related to the possibility of critical and active development, which is only accessible to those individuals who have awaken their consciences by means of a emancipatory process of education. Later on, the philosophical-pedagogical dialogue met its central point with the contributions from Freire´s taken, especially registered in the work “Pedagogy of Autonomy”. It is put into evidence the political character of education, as well as the possibility of personal and social transformation as a result of a teaching model capable of humanizing and promoting the autonomy of everyone. Such perspective is only reached when the educator understands the importance of his mission. Finally, the study aims the two good consequences of the promotion of autonomy: individual freedom and social transformation.