Diálogo freiriano e charges no ensino de História: uma perspectiva de aprendizagem na aula de História

Abstract

This paper aims to analyze and apply Paulo Freire's dialogical proposal in the teaching of History as a learning tool, based on his works: “Pedagogia do Oprimido”, from 2019, and “Educação como Prática da Liberdade”, from 1976. To promote the dialogue, we resort to the use of cartoons, which bring content not only with written text, but also images and caricatures, in order to help history teachers in basic education carry out dialogued lessons, whose perspective is to promote teaching-learning and the teacher/student relationship in a horizontal way. Therefore, this research aims to contribute in order that the dialogued lessons in the teaching of history, with the use of cartoons, establish a problematizing and teaching-learning relationship, with the participation of students in the classroom, which promotes a more democratic and critical learning proposal, making students learn to say their own words. As a methodological procedure, we adopted a descriptive methodology, through a bibliographic survey with a quali-quantitative approach in authors such as: FREIRE (2019); FREIRE (1976); ALBUQUERQUE JÚNIOR (2019); BITTENCOURT (2008).