ABSTRACT
The teachers’ training occurred with undergraduate students from three courses at a Public University, based on the liberating education concept by Paulo Freire. The initial training process led to partnerships between this University and surrounding institutions (public school and “quilombo”). Notably, the development of educational practices based on Freire is a result of the emergence of limit-situations concerning the matters of race, ethnicity, gender, and sexuality through thematic investigations. These express local/global social contradictions synthesized in generating themes, at the same time, they are carrying humanization potential via limit-acts, herein understood as the elaboration and development of critical curricula through generating themes. This research explains limit-situations in the lens of diversity and presents limit-acts developed in the educational processes based on Freire, together with the students, to overcome non-critical world views. The methodology undertaken is anchored by the assumptions of the qualitative research in education as it involves action-research to promote educational processes and for the data collection used in the documentation analysis: the students’ final reports and portfolios. The main results of this research hint at the critical-liberating potential in Freire’s pedagogy as developed in the context of the initial formation employing limit-acts. Additionally, the results stress the importance of pedagogical activity concerning diversity, in the scope of an educational concept that addresses humanization and democracy.
Keywords:
Initial education; Limit-situation; Limit-act; Liberating education