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Congresso Internacional de Pedagogia Social



Abstract

CHAVES, Priscila Monteiro and GHIGGI, Gomercindo. A formação do leitor mediada pela participação social. In Proceedings of the 4th.Congresso Internacional de Pedagogia Social Congresso Internacional de Pedagogia Social, 2012, São Paulo (SP, Brazil) [online]. 2012 [cited 24 May 2024]. Available from: <http://www.proceedings.scielo.br/scielo.php?script=sci_arttext&pid=MSC0000000092012000200018&lng=en&nrm=iso> .

In contemporary times, the genesis of exclusion from school can be mapped only on the optical surface and isolated questions like: why cannot little Johnny read? How the reflections on the concept of Social Pedagogy and theoretical foundations of Popular Education may be contributory in overcoming the rigidity and formalism present in the exclusive formation of the reader? It is known that access to the world of writing has been meaning, to the lower classes, either the acquisition of a skill almost mechanical decoding/encoding or access to the closed universes, arbitrarily imposed by the dominant system (SOARES, 2000), after all people are allowed to learn to read, not to become readers. It can be seen a lack of distinction between the accumulation of knowledge or skills (in this case, the ability of lectoescrita) and understanding the world, responsible for overcoming problems occuring from individuals aiming their development (MOLLENHAUER, 1993), which is antagonistic to modernization. Factor that betrays an immediate need for enlargement of the way to conceive education and encourage a popular concern of responsibility. For Freire, the question presents itself clearly: it is to accommodate the emerging classes and domesticate them in some power scheme to experience the ruling classes, and when the sweetness is not accessible, this invasion occurs in a more dangerous way, manipulating them in order to serve the dominant interests and do not pass the limits. One of the main dimensions of these limits is its background as a reader, competence able to emancipate the subject and turn it a critic of its world and its culture. If this maximum is believable, the reader formation depends closely on the rescue and on the focus of its social and political function, in its history and culture as well as in the understanding of its immediate world (FREIRE, 1978), which Current school environment is not favorable to the student. Thus, this article focuses on the objective to critically analyze the impasses of reality that are formed in the contemporary readers, pointing attempted solutions anchored in Social Pedagogy and Popular Education, since the reading should neither be taken as acquired technique nor commercialized, but indeed to promote citizenship, understood in its critical dimensions and active (BRANDÃO, 1995), in other words, an instrument of emancipation humanizing the subject (ADORNO, 1995).

Keywords : reading; exclusion; Popular Education; emancipation.

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