Cartas para Paulo: estabelecendo relações entre a insubordinação criativa e as lições freirianas

Abstract

This research establishes relationships between creative insubordination and Freire's lessons, based on the concepts of consciousness, creativity, autonomy, dialogicity, collaborative work, identity and experience, teacher deconstruction and epistemological cages. It contributes to Mathematics Education in terms of testing approaches and interweaving reflections on creative insubordination and Paulo Freire's lessons, and also collaborates with creative insubordination itself, whether in terms of strengthening this theoretical construct or in terms of enabling reflections from Freire's perspective. Epistolary esthetics are used in the text to construct a sequence of letters fictitiously exchanged with Paulo Freire. They recount the research and make visible the experiences and resistances involved in the daily confrontation with teaching practice. In addition, this text presents the relationships between creative insubordination and Freire's lessons, relationships that are constructed here analogous to the steps in sewing a patchwork quilt, so that the academically produced work can be understood as a daily exercise, from the perspective of the researcher and thus also from the perspective of Mathematics Education, which allows itself to ask questions and not be able to answer all the questions and therefore recognizes itself as a person and in a field in dynamic and continuous construction. In this way, relationships are established between the ideas advocated by Paulo Freire and what we know today as creative insubordination, with the aim of setting this concept in motion. The thesis that creative insubordination, anchored in the ethical and dialogical legacy of Paulo Freire, redefines the role of the teacher as autonomous, resistant and transformative. Critical practice that deconstructs "epistemological cages" enhances meaningful mathematical knowledge and promotes humanizing education.