EDUCATOR AND EDUCATED AS PROTAGONISTS OF YOUR EDUCATIONAL PATH

Abstract

Education is a preponderant factor in human life and considered a universal right, as it is part of human dignity, contributing to expanding it with knowledge, knowledge and discernment. From the perspective of Rogers (1973, 1986) and Freire (1996, 2000, 2005, 2011, 2013), it assumes a humanist, conscientizing and emancipatory character, as it perceives students as active and reflective beings, capable of recognizing the character historical and transformative of self and others. The methodological approach was based on bibliographical research based on studies carried out by Imbernón (2016), Lopes and Amorim (2018) and Scocuglia (2019), among others, which deal with the theme centered on teacher training, of an awareness-raising nature and committed to the critical training of students and also by Freire (2000) who defends permanent training for educators, considering that the human being is a complex being, with a unfinished, therefore it needs to understand and follow the demands of men and society in general towards education, and therefore, towards the educational system. Thus, using the studies carried out by Demo (1990, 1996, 2015, 2020, 2023), this research aims to contribute to reflection on the concepts of education and teacher training, in light of Freirean and humanist theory as well as its implications for the development of the student's critical thinking and also regarding the problem of non-learning as a consequence of teaching of a reproductive nature present in Brazilian schools. In this sense, the responsibility falls on the educator to gather qualities that allow him to assume the important task of forming conscious and critical citizens, making them emancipated and active subjects in society. Thus, the results point to the need for educators to reinvent themselves, to seek knowledge that allows them to be authors, scientists and researchers in such a way that encourages students to also be so. This action will allow educators and students, by becoming individuals aware of the reality of themselves and the world, through the transformative nature of education, to become protagonists of their educational trajectory and be able to give new meaning to their action in society.

DOI: https://doi.org/10.56238/sevened2025.030-024