Balduino Antonio Andreola

Por uma pedagogia das grandes urgências planetárias

Paulo Freire wrote, in his Third Pedagogical Letter: “If education alone does not transform society, without it, society does not change either.”(FREIRE, 2000, p. 67). In this perspective, education cannot restrict itself to the problems of the classroom. In its necessary ethic-politic dimension, it must contribute for the solutions of problems so serious today, that they concern with the surviving of the very humanity and of the planet as a whole. It is at stake, therefore, of thinking the education in terms of maximum urgency, or of planetary “limit-situations”. The main goal of this article is to quest in as much in works of different authors as in innovator projects, elements for that one I name “pedagogy of the great urgencies”. The question that I raise, for me and for those who read me, is this: Which is the contribution that falls to us to give as educators, for the building of a world more humane and having solidarity, in an age that many scholars consider characterized by different and cruel forms of barbarity?

eDuCação e DireitoS HumanoS na perSpeCtiVa ÉtiCa Da eDuCação popuLar

Based on the need for a pedagogic interpretation, not just legal of the LDB, the article proposes a reflection on teaching practice. It is argued that this discussion highlights a contradiction between common sense of the Magisterium and pedagogical knowledge that might be overcome by going beyond individualism, in effect a political-pedagogical project capable of shaping and being shaped by the notion of justice of the democratic state of law.