Leitura de mundo como experiência: diálogo entre Paulo Freire e Jorge Larrosa

Abstract

The theme of this paper is the reading (of the world) which occupies an important place in the teaching of the Portuguese language, and which is conjugated with experience, indicating the importance of the relation between the subjects and their daily life. Based on bibliographic research, the goal is to understand literacy training and learning based on the reading of the world, of reality and of the daily life and experience of the people. The theoretical support in Paulo Freire and Jorge Larrosa and their pedagogical strategies of teaching is sought. The concepts used in the literacy training process of Paulo Freire, whose goal was the liberation of the oppressed and the understanding of reading as experience in Jorge Larrosa based on the conceptual binomials science/technology, theory/practice, experience/meaning are highlighted. In this way, the theories of Paulo Freire and Jorge Larrosa about reading intertwine. Freire defends an educational process guided by conciliation of theory and practice, where the learning occurs based on themes of the daily life of the learner, that is, the learner’s experience, which is highlighted by Larrosa. With this, it is understood that the act of reading based on the reality of the daily life and experience of the learner sparks a feeling of belonging to a society, which up to then, excluded the learner, but now makes the learner a conscious participant of their rights as citizens since the process of reading/writing has the capacity of opening new perspectives to what before was obscure and decontextualized.