Abstract
The lifeworld is one of the key concepts for Husserl’s reflections on science in the context of European positivism. Paulo Freire, in turn, does not specifically use the term lifeworld, but his pedagogy starts from the reality of the students and their worldviews.The objective of this article is to answer the question: what is the place of Husserl’s concept of the lifeworld in Paulo Freire’s pedagogy and why is it such an important concept for Freire’s education for liberation? The interpretation of Freire (1999, 2011, 2014, 2016, 2019a, 2019b), Husserl (2012) and other authors, through hermeneutics as a method, allowed us to conclude that the lifeworld is one of the central elements of the awareness process defended by Paulo Freire. Essential, therefore, for the liberation of the oppressed, as they learn to read the world, who pass from a naive conscience to a critical conscience and discover themselves as subjects capable of transforming reality. Several studies address the influence of existentialist phenomenology on Freire’s pedagogy, but few specifically address the place of Husserl’s lifeworld in Paulo Freire’s pedagogy. The relevance of this article lies in the elements it offers to readers in order to better understand the theory and practice of one of the greatest brazilian educators.
Paulo Freire; Edmund Husserl; Lifeworld; Reading the world; Conscientization