Education as a practice of freedom

an outreach intervention on prejudices with elementary school students

Abstract

Introduction: The school is a space for academic, ethical, and civic development. In this context, extension activities are essential for building critical and inclusive values. Addressing prejudice becomes indispensable, since it is still present in everyday school life and is often normalized. The lack of critical discussion reinforces stigmas, weakens relationships, and compromises student development. Objective: To report and analyze the relevance of an extension activity with adolescents aimed at raising awareness about prejudice. Experience Report: The activity, conducted by medical students for 7th-grade students at a public school in Belo Horizonte, consisted of presenting types of prejudice and promoting dialogue on how to identify and combat them. The adolescents shared experiences of discrimination and analyzed fictional situations, reflecting on how to act in similar cases. The activity was based on Paulo Freire’s pedagogy of the oppressed, in which the educator positions themselves on the margins to foster empathy and the deconstruction of prejudice. Throughout the process, students recognized the negative impacts of discriminatory practices and began to correct peers in similar situations. Final Considerations: Despite initial resistance, the activity showed a positive impact by providing a space for listening and critical reflection, allowing adolescents to express themselves freely. The pedagogy of the oppressed brought realities closer together and promoted changes in the perception of prejudice, especially racial prejudice and homophobia. However, the experience revealed limitations, such as limited time and the need for continuity, since the deconstruction of stigmas is a long-term process. It is concluded that critical and participatory pedagogical actions strengthen the school as a space for social, ethical, and democratic transformation.