O "ser aí" de possibilidades: na perspectiva de uma educação libertadora

Abstract

Our work aims to present Paulo Freire's appropriation of concepts present in Heidegger's hermeneutic phenomenology. Thus, we take as a primary reference the work pedagogy of the oppressed, based on a methodology of a qualitative and bibliographic nature, we aim to demonstrate to what extent Heidegger presents the concept of “Being there” launched into the world in its possibilities and how Freire takes up this concept in context of education as a basis for the constitution of a pedagogical praxis, in defense of a being that cannot be understood as just free in the world, but as being more, launched in a dialogic and participatory historical context. Our proposal shows us how this definition highlights the relevance of thinking about man's being as a being in movement, in the sense that he must be trained for autonomous action, in the search for a more humanized and dialogic education, from the perspective that the “being” recognize yourself as a being in the world, leaving your state of doubt, with the aim of recognizing this being as the protagonist of your own education, removing yourself from the condition of oppressed. Keywords: Education; autonomy; praxis; world.