EMANCIPATORY EDUCATION: CONTRIBUTIONS FROM FREIREAN THEORY AND HISTORICAL-CULTURAL AND HISTORICAL-CRITICAL THEORIES.

This chapter presents a conceptual discussion on the idea of humanization, having as theoretical support Paulo Freire's concept of emancipation and the concept of human development from historical-cultural psychology and historical-critical pedagogy. First, we approach the Freirean concept of emancipation, central to the liberation work proposed by this author's educational approach, and its incidence within educational practice. Then, we focus on the ideas of cultural-historical and critical-historical theories and, as presented by Lígia Martins (2016), realizing what approaches, in theories, to understand development according to the Marxist perspective of Vigotski and other related authors. It is concluded that all these theoretical approaches by Paulo Freire, the historical-cultural and historical-critical theorists contribute to the insertion of the subject in the emancipation process, understood as the development for maximum humanization of the individual within a society that supports existence in a collaborative and participatory way. [ABSTRACT FROM AUTHOR]