UNIVERSAL EDUCATIONAL EXISTENTIALS OF PAULO FREIRE: METHODOLOGICAL PRINCIPLES OF THE FORMATION OF ACADEMIC INTEGRITY

Abstract

The issue of the formation of academic integrity is extremely relevant in the context of the integration of the national education system into the European educational space. However, the problem of the methodological principles of this process has not received sufficient attention in the domestic scientific literature. One of the important pedagogical theories that should be chosen to justify the theoretical foundation of cultivating the values of academic integrity is the critical pedagogy of the Brazilian educator Paulo Freire. That is why the purpose of this article is to analyze Paulo Freire’s pedagogical theory as a methodological basis for the formation of academic integrity of participants in the educational process. The analysis of Paulo Freire’s pedagogical ideas in the context of critical pedagogy shows that the highest and noblest goal of education is to liberate a person from injustice. Critical education should form a critical consciousness that constantly questions and doubts, that develops itself and encourages others to improve. Bearers of such consciousness are capable of transforming social reality, able to resist manipulative practices, and an important goal of the educational process is the formation of a personality capable of acquiring and producing new knowledge. Such a person can be educated only on the basis of respect, trust, humanity, subjectivity, dialogue and co-creation, using problem-based and person-oriented learning technologies. Young people with developed critical thinking, creative, inquisitive, who build their activities on the production of new things for the improving of people’s lives are based on the principles of trust and justice. They with a high probability will adhere to the principles, norms and rules of integrity, primarily academic, since education is a leading type of activity for pupils and student youth.