The article discusses the
autonomy of the subjects of the field, under
the aegis of Field Education, regarding
their protagonisms and identities whether
in the School or outside it. The objective is
to signal the need to focus efforts towards
the existential valorization of these men
and women and their productions in space
and time, in a strategic way, broadening
the legitimate, global-local dialogue and
vice versa. In the line of argument, two
questions: on the assumptions of autonomy
and legitimacy, temporality of knowledge,
collective memory, and its specificities?
And the importance of the global-local
relationship in the existence of those, at
the confluence of the paradigm of
scientificity and connections with
technological advances? The theoretical
and methodological foundation aligns the
presuppositions of the dialectic,
scientificity and Scientific Initiation. In the
conclusions: the subjects of the field need
to be treated as political agents in the
analytical process of reality; Dialogue
with connections between local and
global, scientificity and technologies as
recognized and validated knowledge; The
methodological, political and epistemic
make of the teacher promoting new
possibilities in adult learning; Scientific
initiation as a method that broadens and
deepens the vision of reality.
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