Considerations about Childhood Education in Morin and Freire

Abstract

In this article, we intend to explain how Edgar Morin's complexity paradigm and Paulo Freire’s liberating approach may contribute to resignify childhood and childhood education. As a methodology, some historical aspects regarding the conception of childhood are brought back, based on a literature review. In a first moment, the origin of the concept of childhood as a social category is presented and, in the second moment, it is aimed to analyze the role of childhood in education from a complex and humanizing perspective. It is about having a reflective look at childhood, appropriating the theoretical constructs of Morin’s complexity paradigm and Freire’s liberating tendency, in order to rethink a less fragmented and more contextualized early childhood education, in a effective way which can contributes to integral formation of the learner in his multidimensional format.