Resumo

NAYIVE ANGULO, Lilian  e  LEON, Aníbal R. Critical perspective of paulo freire and his contribution to curriculum theory. La Revista Venezolana de Educación (Educere) [online]. 2005, vol.9, n.29, pp.159-164. ISSN 1316-4910.

In this article we present a synthesis of Paulo Freire’s proposal regarding curricular theory, pointing out the structural and functional aspects of said theory. The proposal is theoretically based on the idea that both the educator and the educated have the right and responsibility to contribute to the curricular content. There is a need for the creation of a program based on dialogue with a humanistic vision and a scientific character. The principle that guides Freire’s proposal is to work on different processes such as conscientization, developing curiosity and critical thought in students within the school. This would mean supporting the development of the students’ ability to decide on their own what, when and how they should learn; depending on their reality, experiences, needs and specific interests, assuming their own convictions without having to wait for others to interpret the facts from a passive position. To discover this mediating reality, Freire proposes the search for significant themes in the present situation with the knowledge and interpretation of problems and their relationship with others, with dialogue as the principal component of this thematic research. Starting from cooperative research undertaken by local communities (of teachers, and other participants in the educational process) a critical, participative and redimensioned curriculum theory is created.

Palavras-chave : curricular content; prescribed content; education based on dialogue; curricular transaction; generating themes.