The Freinet pedagogy in higher education

looking for a new look at teacher training

Abstract

In this text we propose a reflection about the contributions of the dialogue between Freinet pedagogy and the historical-cultural perspective, for the formation of teachers. Freinet was a French educator who, faced with concrete problems, sought alternatives and reorganized his way of teaching classes. After the war, Freinet had health problems that prevented him from continuing to teach in the traditional way, centered on the teacher's voice. In the same way, the authors of this text, faced with the challenge of training teachers in private institutions of higher education in the current context, found in the Freinet Pedagogy alternatives for reorganization of pedagogical work. We will present an analysis on aspects of this experience, seeking to highlight the potential of the Freinet Pedagogy and some concepts from the historical-cultural perspective to train teachers. We will start by presenting some elements on didactics in Higher Education, to better contextualize the dynamics of teaching in this segment. Then we will bring the contributions of Freinet and Vygotsky to this debate, and finally, finally, to present a brief analysis of our experiences in higher education.