Educational practices in youth and adult education guided by the problematization of knowledge in light of Freire's pedagogy

This study presents the results of an academic research project seeking to carry out experiences geared towards problematizing knowledge in the context of youth and adult educational practices. The methodological approach was qualitative. The data was collected through the employment of show-classes. Thematic-categorical content analysis was used to analyze the data. The results reveal that show-classes developed in the context of youth and adult education enabled educational practices to experience the problematization of knowledge through interactive communication and the sharing of knowledge which, in tandem, contributed to the participants' critical reflection on their educational processes and the influence it has on the transformation of their realities.

Keywords:
youth and adult education; problematization of knowledge; educational practices