Pedagogia do neologismo: diálogos sintáticosemânticos na obra de Paulo Freire

Abstract

In this work, I examine the semantic charge that are in the neological expressions that are in the texts of Paulo Freire, form the point of view of the Portuguese Language thinkers. I present, as an example, the word Dodiscente , discussing it based upon freirian observations, especially in Pedagogogy of autonomy, about the act of teaching and learning: [ ] there is no teaching without learning [ ], because [ ] who teachs learns when teachs and who learns teachs learning [ ]. Then, dodiscência docência plus discência 1 that confirms the hypotesis that Paulo Freire did not create new words freely, but forced by a necessity of expression that could not be satisfied by the normal ortography, looking for a deeper reading of the world. This study has as its objectives: (i) to emphasize the semantical strictness of conceptual apparatus of Paulo Freire´s discourse, that expresses his socialpolitical thought; (ii) to discuss how this strictness appears in the text; (iii) to clarify the relationship between semantics and pedagogy in order to show the expressive charge of his writings. The nature of this research is bibliographic because it analyses the books Educação como prática da liberdade (1997), Pedagogia do oprimido (1988), Pedagogia da autonomia (2002) and A importância do ato de ler (1999), looking for the concept of neology (that is a neologism itsself) and searching for the process of the freirian creation of neologisms.