FREIREAN CRITICAL INTERCULTURALITY AND TEACHER TRAINING IN THE AMAZON

Abstract

This article discusses teacher training from a critical intercultural perspective, as seen in Paulo Freire's liberating education (1979; 1987; 2002). In Freire's view, teacher training and liberating education intertwine by proposing that teaching is a political act, in which educators and students constitute themselves as critical and autonomous subjects in dialogue with reality. The article seeks to show that this pedagogical practice, supported by this ethical and political horizon, expands the creation of knowledge that is rooted in local culture and in the voices of those who inhabit it. Thus, the main objective is to analyze how Freire's contributions offer an epistemological foundation for teacher training, on a path of transformative education focused especially on the Amazon region. The research, of a bibliographic nature, was based on careful readings of texts that discuss education and interculturality, resulting in the selection of concepts and categories capable of articulating local knowledge with theoretical bases that seek emancipation. A dialogue was established with Freire (1979; 1987; 2002), with Oliveira (2011 and 2015) when dealing with the themes of education and dialogue, and with authors such as Walsh (2009), Fleuri (2006) and Candau (2008), who discuss critical interculturality. It is concluded, based on these theoretical dialogues, that a truly transformative education in the Amazon must involve the participation and dialogue with social segments historically silenced by colonial hegemony, so that their knowledge is heard and recognized as a fundamental part of this educational process.