PAULO FREIRE: THE ANTHROPOPHAGE OF EDUCATION

Thinking about education from the anthropophagic assumptions of devouring and creation is the exercise proposed in this article, considering the theoretical and epistemological subsidies of the practices of the educator Paulo Freire. Paulo Freire made and remade his practice in intimate communion with his theory, and both, practice and theory, were made with the people who accompanied him in each of the places where he passed / worked, being an example of anthropophagous in Brazilian education. The text revisits Paulo Freire's ideas, reinventing the reinvention proposed in the Doctoral Thesis, where a dialogue was established between the assumptions of Brazilian Cultural Antropofagia and the inventive practices of Paulo Freire, Augusto Boal and Helio Oiticica. The concept of Anthropophagy addressed refers to the cultural movement that took place in the 1920s in Brazil, whose main objective was to break with European standards of art and culture. What was external to us should be duly devoured and ruminated according to our cultures and our needs, avoiding the copying of standardized and decontextualized models, making room for the creation of an art and culture with our own elements. The anthropophagic principle challenges us to create contextualized pedagogical practices, created from our understanding of the educational space. In this sense, the text seeks to bring elements that exemplify the anthropophagic exercise experienced by Paulo Freire during the development of his theoretical and epistemological conceptions, as well as presenting an exercise in reinventing Freire's thinking through an experienced educational proposition.