Educação como prática social com justiça social: um olhar criativo, complexo e transdisciplinar

Abstract

The relationship between education and educational processes as a social practice with social justice as the intentionality of pedagogical practice is the objective of this article. The need for an education that seeks to teach the exercise of thinking and, consequently, reflection on the society in which each one is inserted, or was born inserted, is seen here as an ideal of education. Training citizens is much more than training obedient people who are not capable of questioning reality and also unable to take purposeful actions to change and transform the quality of life, both for themselves and for those who are dear to them. not to talk about society, humanity, human beings, inserting themselves in what is most dear to them: their experience and the experience of the human species. Education has a primary role in building citizens aware of their role in questioning reality and transforming society. Thus, it understands that the school, as the locus for the dissemination of the intellectual legacy of humanity, also commits itself to the transformative and liberating education of individuals, as true citizens aware of rights, duties and responsibilities towards themselves and their fellow men. To this end, we rely on authors such as Suanno, J (2012), Suanno, M. (2015, 2012), Suanno, J and Suanno, M. (2018), Suanno, J, Suanno, M and Toore (2014), D'Ambrosio (2013), Freire (2006, 2005, 2000), Hessel (2011), Moraes (2015), Moraes and Batalloso Navas (2020), Morin (2011), Pessoni Santos and Mendes Neto (2020) to expand the discussion and make it possible to broaden the view of this reality.