Curiosidade epistemológica em Paulo Freire: contribuições e potencialidades para a educação transformadora

Abstract

This research is classified as qualitative bibliographic research of an exploratory nature, as it analyzes works by Paulo Freire that are recognized worldwide, comparing them within the current social, economic, and educational context. It proposes to answer the following research question: How is the concept of epistemological curiosity constructed by Paulo Freire based on the study of "Politics and Education" and "Pedagogy of Autonomy". With this purpose, the general objective of this research was to identify and analyze the conceptions of the concept of epistemological curiosity presented by Paulo Freire, based on the study of this concept and the root "curi" present in the selected works: "Politics and Education" (2001) and "Pedagogy of Autonomy" (2002). Therefore, the specific objectives are: To identify with which other concepts epistemological curiosity is related throughout the works, in order to establish a correspondence between them and to investigate how these concepts are articulated with the current educational context. The methodological procedure used was note-taking, as proposed by Salvador. The analysis of *Politics and Education* (2001) revealed some central concepts related to the definition of epistemological curiosity, namely: Rigor/Rigouriness; Historicity/Human Existence; Emancipation; Ethics; Language and Autonomy. The analysis of *Pedagogy of Autonomy* (2002) indicated the following concepts: Criticality; Teaching and Learning; Rigor / Rigorously; Ethics; Incompleteness; Thinking Correctly; Autonomy; Authority; Praxis; Awareness and Reading of the World. Based on the identification of this data, an analysis of the respective recurrences in the two works was conducted, mapping the corresponding approximations, namely: "Rigor/rigoriness", "Ethics" and "Autonomy". In conclusion, we emphasize the importance of the concept of Thinking Right in understanding epistemological curiosity, despite it not being recurrent in both works. This relationship is established through the sharing of knowledge between students and educators in dialogical educational practices.