Educação popular: suscitando saberes dos alunos do curso de pedagogia - CFP - UFCG

Abstract

This research is situated within the field of Popular Education and aims to understand how the course Popular Education and Freirean Pedagogy contributes to the initial training of Pedagogy students at the Centro de Formação de Professores (CFP) of the Universidade Federal de Campina Grande (UFCG). The theoretical foundation of this work is based on the writings of authors such as Barbosa (1998), Brandão (2006), Demo (1985), Figueiredo (2009), Freire (1979), Gil (2002), Gonçalves (2022), Maciel (2011), Vasconcelos (2011), among others. Methodologically, this is a qualitative study conducted at the Universidade Federal de Campina Grande (UFCG), at the Centro de Formação de Professores (CFP), Cajazeiras campus, with graduating students from the Pedagogy program at the UnidadeAcadêmica de Educação (UAE), completing the 2024.1 term. Data collection instruments included a questionnaire, as well as a document analysis of the course plan for Popular Education and Freirean Pedagogy (term 2022.2). It is important to note that the data were analyzed using Content Analysis, following the perspective of Bardin (2016). The findings indicate that Popular Education fosters a critical-reflective approach to educational practice, considering the diversity present in the social environment. The relevance of Paulo Freire's ideas for the formative process of students is highlighted. It is concluded that Popular Education is essential in the educational context, aiming for a training process that ensures the inclusion of all students, where the experiences and backgrounds of all individuals are valued.