Praxis, autonomy and emancipation: liberating pedagogy as a path to public education

Abstract

In recent years, pedagogical practice in state schools in Mato Grosso has been significantly impacted by guidelines from the State Department of Education, marked by a managerialist logic centered on quantitative goals and results. This approach has neglected essential aspects of the integral education of students, such as the ethical, social, affective and cognitive dimensions. In this context, the tension between the external impositions of management bodies and teacher autonomy intensifies, limiting the critical and reflective performance of teachers and compromising the emancipatory potential of education. This article proposes a critical reflection on these interferences, which is based on the theoretical foundations of Paulo Freire and José Carlos Libâneo, who defend a citizen education of a dialogical, democratic character and aimed at the full formation of the subject from the perspective of social emancipation. Education for social justice is an act of empowering the student's power through knowledge that helps in the formation of critical consciousness.