The role of the educator in the construction of knowledge: lessons from Paulo Freire and Lev Vygotsky

Abstract

This study focuses on the role of the educator in the construction of knowledge, based on the theories of Paulo Freire and Lev Vygotsky. The main objective is to understand how these two pedagogical approaches can complement each other, providing a richer perspective for current educational practice. To achieve this, the research adopted a qualitative methodology, utilizing a bibliographic review of the key works of these authors, as well as discussing the practical implications of their theories in the contemporary educational context. The study also aims to analyze the challenges faced by educators, especially in times of digital transformation and social inequality. Based on the analysis of the works of Freire and Vygotsky, it became clear that education is not merely a process of transmitting knowledge, but rather a collective and dynamic construction in which the educator plays the role of mediator, facilitator, and provoker of critical thinking. The overall conclusion points out that Freire’s theory, with its emphasis on dialogue and conscientization, and Vygotsky’s theory, with its focus on mediation and social interaction, provide a solid foundation for a more inclusive and transformative pedagogical practice. However, for these principles to materialize, it is necessary for the educational system to value the work of educators and promote a structure that ensures equal access and quality education for all.