Abstract
This bibliographic essay sought to provide arguments for a critical reflection on the relationship teacher–student–knowledge in the context of digital culture. For that, it will focus on the works of Paulo Freire produced after his exile, especially the “Pedagogy of Hope” and the “Pedagogy of Autonomy.” The first work recovers the epistemological bases present in the “Pedagogy of the Oppressed,” while the second one synthesizes the act of teaching in direct dialogue with educators. These contributions allow the reconfiguration of the relationship established between teacher and students around knowledge in the era of digital culture. Beyond denunciation, it addresses the announcement: turning difficulties into possibilities.
Keywords
digital culture; teacher-student relationship; Paulo Freire; pedagogy of hope; pedagogy of autonomy