Johannes Hessen's epistemology and Paulo Freire's gnosiology

Abstract

This work presents a theoretical-epistemological construction, based on Hessen's epistemology and Freire's gnosiology, in the context of looking at the Thematic Approach's curricular perspective. The objective of the analysis is to provide a theoretical basis to understand the process of apprehending themes in this perspective and, thus, contribute to the elaboration of pedagogical practices. Hessen's epistemology provides elements for understanding the process of interaction between subject and object. Freire's gnosiology allows an expansion of the pedagogical view of the didactic process, necessary for the apprehension to occur. The analyzes allow us to infer that the process of apprehending themes occurs through the interaction between teachers, students, scientists (subjects of knowledge) with the theme (object of knowledge) coming from reality. The interaction between subjects and objects occurs through interdisciplinary, dialogical and problematic didactic-pedagogical processes that must guarantee the student's understanding of the meaning and interpretation of the themes.