Although Paulo Freire's adult literacy work has gone down in history as a 'method', the word is not the most appropriate to define the educator's w...
Although Paulo Freire's adult literacy work has gone down in history as a 'method', the word is not the most appropriate to define the educator's work, whose work is characterized more by a reflection on the meaning of education. According to José Eustáquio Romão, there are three clear moments of learning in the theory of the educator from Pernambuco. What are they?
a) The first is when the educator becomes aware of what the student knows, not only to be able to advance in teaching content but mainly to bring the student's culture into the classroom. The second moment is the exploration of issues related to the topics under discussion, which allows the student to build the path from common sense to a critical view of reality. Finally, it returns from the abstract to the concrete, in the so-called problematization stage: the content in question is presented 'dissected', which should suggest actions to overcome impasses.
b) The first is when the educator becomes aware of what the student knows, only to be able to advance in teaching content. The second moment is the exploration of issues related to the topics under discussion, which allows the student to build the path from common sense to a critical view of reality. Finally, it returns from the abstract to the concrete, in the so-called problematization stage: the content in question is presented 'dissected', which should suggest actions to overcome impasses.
c) The first is when the educator becomes aware of what the student knows, not only to be able to advance in teaching content but mainly to bring the student's culture into the classroom. The second moment is the exploration of issues related to the topics under discussion, which allows the student to build the path from common sense to a critical view of reality. Finally, it returns from the concrete to the abstract, in the so-called problematization stage: the content in question is presented 'dissected', which should suggest actions to overcome impasses.
a) The first is when the educator becomes aware of what the student knows, not only to be able to advance in teaching content but mainly to bring the student's culture into the classroom. The second moment is the exploration of issues related to the topics under discussion, which allows the student to build the path from common sense to a critical view of reality. Finally, it returns from the abstract to the concrete, in the so-called problematization stage: the content in question is presented 'dissected', which should suggest actions to overcome impasses.
b) The first is when the educator becomes aware of what the student knows, only to be able to advance in teaching content. The second moment is the exploration of issues related to the topics under discussion, which allows the student to build the path from common sense to a critical view of reality. Finally, it returns from the abstract to the concrete, in the so-called problematization stage: the content in question is presented 'dissected', which should suggest actions to overcome impasses.
c) The first is when the educator becomes aware of what the student knows, not only to be able to advance in teaching content but mainly to bring the student's culture into the classroom. The second moment is the exploration of issues related to the topics under discussion, which allows the student to build the path from common sense to a critical view of reality. Finally, it returns from the concrete to the abstract, in the so-called problematization stage: the content in question is presented 'dissected', which should suggest actions to overcome impasses.
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Ed 
A alternativa correta é a letra A) O primeiro momento é quando o educador toma consciência do que o aluno sabe, não apenas para avançar no ensino de conteúdos, mas principalmente para trazer a cultura do aluno para a sala de aula. O segundo momento é a exploração de questões relacionadas aos tópicos em discussão, o que permite ao aluno construir o caminho do senso comum para uma visão crítica da realidade. Por fim, retorna do abstrato para o concreto, na chamada etapa de problematização: o conteúdo em questão é apresentado "dissecado", o que deve sugerir ações para superar impasses.
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