Freirean thematic approach: Overcoming gnosiological obstacles in teacher training

Abstract

Some researches conducted in Brazil, based on Paulo Freire, have discussed about borderline situations that teachers of Science have presented in the development of pedagogical practices. These situations, called Gnosiological Obstacles, are characterized as barriers for teachers to implement a critical curriculum. The objective is to investigate the overcoming of these obstacles manifested by teachers of the Education of Youths and Adults (EJA), who participated in a Formative Process of teachers, in a public school in Ilhéus/BA-Brasil. The activities of this training process were structured with reference to the stages of the Freirean Thematic Research, in obtaining Generator Themes. The information was obtained through videotapes of all the meetings of the Formative Process and analyzed through Discursive Textual Analysis, having as categories: Fear of Freedom, Denial of Epistemological Discontinuity as Genesis, Pretension to Truth and Epistemological Arrogance. Among the results, it was observed that during the Formative Process teachers presented indicatives of overcoming these Obstacles, mainly in the stages of Legitimation of Hypothesis and Organization of Curricular Programming, signaling to the Gnosiological potential of the Freirean Thematic Approach.