Resumo

TORRES DE MARQUEZ, Analí. Reflection, contestation, proposition and action as indispensable spaces within the classroom context. Educere [online]. 2008, vol.12, n.43, pp.697-705. ISSN 1316-4910.

Some key considerations for the education and transformation of students are presented in this paper. In this sense, we can go forward towards a new vision of the classroom context defined by paces for reflection, contestation and proposition, within the frame of and education for powerfulness, participation, freedom and criticism. This approach rises as an exercise of provocation and challenge before traditional ways of teaching permeated by authoritarianism and exclusion. In it, reflection is conceived as the consciousness that makes the student realize his or her capacities and potential and their relation with the world that surrounds them. Just as well, inquiring, curiosity and problematization are fundamental elements for contestation, within a process that must lead to proposition, which determines and presents the actions that will lead the changes considered as appropriate. The incorporation of these dialogical interaction and emancipating spaces in the classroom is expected to speed personal and social change centered in it, and having students paying attention to it as active, reflexive, critic and social beings.

Palavras-chave : critic; reflection; contestation; proposition; powerfulness.

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