Chikora E Pamutadha: em busca da educação libertadora na Escola Secundária Comunitária Sagrado Coração de Amatongas – Moçambique/África

Abstract

The systematization of experience unveils a reality in order to encourage the exchange of theoretical knowledge through practice, with the aim of improving and/or transforming it. This experience has been consolidated with such power because it highlights the prospect of internationalization and because it is a study that took place in Africa, a brother continent and the cradle of humanity. Specifically, in the Administrative Post of Amatongas, District of Gondola, Province of Manica, at the Sacred Heart Community Secondary School of Amatongas (Escola Secundária Comunitária Sagrado Coração de Amatongas, ESCSC-Amatongas), which is a space that unites the inhabitants of the Village of Amatongas, since the school is a community school, governed from a democratic and dialogical participation perspective, that encompasses management, teachers, parents and guardians, pupils and students, through a school-community connection. The main question of this research is: Is

Paulo Freire’s liberating education perspective put into practice at ESCSC- Amatongas? Its general objective is to analyze how Paulo Freire’s liberating education

put into practice at ESCSC-Amatongas. The specific objectives were to present Paulo Freire’s life, works and “wanderings” in the spaces of education in Africa; to describe the territory of the Amatongas Administrative Post, as well as ESCSC-Amatongas, highlighting community relations; to identify ESCSC-Amatongas’ relations with the local community (Amatongas Village), based on Paulo Freire's liberating education; and to analyze, through “pedagogical letters” and semi-structured interviews, the categories of education, school and community from the perspective of Paulo Freire’s liberating education at ESCSC-Amatongas, as well as its connections with its territory. This research is qualitative in nature, inspired by the systematization of experience

(Jara, 2006), using “pedagogical letters” (Dickmann, 2020; Coelho, 2011) and semi- structured interviews (Neto, 1994) as data collection techniques with subjects

belonging to the school community: general director, pedagogical assistant director, teachers and staff, students, parents and guardians, members of the School Council. Two dialogic movements were used as dialogue tools with the school’s subjects, perspectives assumed by Paulo Freire in his “quefazer” (“what to do”) of liberating education: “pedagogical letters” and semi-structured interviews conducted on site in September 2023. The theoretical framework for this research includes the works of Freire (2021; 2021b; 2021e; 2022), Freire and Guimarães (2021) and some commentators (Freire, A., 2013; Gadotti, 1996; Souza, 2015). As for the results, inspired by the systematization of experience methodology at ESCSC-Amatongas, a report was drawn up using the categories of education, school and community. This investigation problematized the educational relationship at ESCSC-Amatongas, considering the past and the present, identifying the limits and possibilities of Paulo Freire’s liberating education in this school environment, anchored in the categories of education, school and community.