ABSTRACT
In Educação como prática da liberdade (1965), Paulo Freire defines Brazil in the first half of the 1960s as a society in transition, in which old themes were becoming meaningless and new themes were arising. The 1964 coup and its developments led to a retreat in the transition and, rather than new themes continuing to arise, old themes were highlighted again with a new guise, preventing the country’s transformation from a closed society to an open society. This article, a Brazilian Education Philosophy study, intends to rescue Paulo Freire’s analysis of the old and the new themes, seeking to understand how the Brazilian transition determined certain tasks for education, and how the present time, still waiting for the constitution of an open society, also requires new educational tasks.
KEYWORDS
1964 coup; Brazilian education; Paulo Freire (1921-1997)