Afinidades epistemilógicas entre Paulo Freire e Michael Lowy : contribuições para a pesquisa em educação.

Abstract

This is a bibliographical research that aims to understand how the epistemological affinities between Paulo Freire and Michael Lӧwy interact with each other and can contribute to research in education. To this end, we sought to characterize the epistemologies of Paulo Freire and Michael Löwy based on previous categories, such as: dialectics, history and science; and to investigate possible contributions to research in education. The primary authorial sources were analyzed using the technique of Discursive Textual Analysis, requiring organization and production of data. Historical and dialectical materialism was used to support the analyses and reflections on the works in question. Two books by Paulo Freire were used as research sources: “Education as a Practice of Freedom” and “Pedagogy of the Oppressed”; and two books by Michael Löwy: “The Adventures of Karl Marx against Baron Münchhausen” and “Ideologies and Social Science: Elements for a Marxist Analysis”. In the analysis, dialogicity between both was ensured to enrich and develop the thematic investigation and problematization. The main results indicate that Freire and Löwy use dialectics as a central tool to promote critical and transformative education, challenging power structures and promoting both awareness and humanization. They share a critical view of reality, using dialectics, history and science as tools, highlighting the importance of a critical reading of historical reality. Both defend education as a field of intervention that seeks to overcome inequalities, based on a science committed to human emancipation. Thus, the dialogue between their epistemologies contributes to an emancipatory and reflexive approach to educational research. It is concluded that their epistemological affinities offer a solid basis for educational practices and theories that not only inform, but also prepare individuals and collectives to question and transform their social realities, highlighting the continued relevance of their approaches in the contemporary educational scenario.