Marginal Literature and the podcast in Paulo Freire's dialogical conception of education as a practice of freedom

Abstract

This text originates from a master's thesis that used the Freirean dialogical approach to reflect on the mechanisms of alienation present in Brazilian education. From this perspective, Paulo Freire's progressive educational approach has always been the scene of countless discussions, mainly in more conservative sectors of society. Although educational practices have undergone many reformulations, since the insertion of the liberating perspective in the intricacies of educational discussions in the 1960s, nowadays, there is still a certain tone of revolution in talking about the provisions of a critical-educational action, based on the principles of Freirean dialogicity. In the current educational panorama, what can be observed in the school context is the mechanization in the programmatic organization of teaching content, decontextualized from reality and alien to the critical formation of the subject. Given this, we sought to answer the following question: how could marginal literature contribute to the critical perception of high school students regarding social phenomena of exclusion? To answer this question, the objective was to identify the effects of marginal literature, based on the Freirean dialogical approach, in the way students perceived social phenomena of exclusion in their daily lives, in order to verify the potential of these works to increase the criticality and reflection of these subjects. To this end, a workshop was implemented with the help of Digital Information and Communication Technologies through the use of the podcast. After application, it was concluded that the pedagogical workshop contributed to endorsing the relevance of political and social themes for a humanizing and emancipatory education, corroborating the critical-reflective deepening of students.