LISLEY CRISTINA GOMES DA SILVA

Abstract

In this thesis, we can observe, through a visit to the historical studies of pedagogy in the Western world, that the predominance of education along the lines of "banking" has always been present in the different currents and conceptions of each historical period. The dialog was not the core of such pedagogies. Paulo Freire, opposing this logic of education as a transmission of knowledge, proposes another perspective a dialogical, horizontal, and conscientious education. Therefore, Freire's pedagogy has dialog as the main category, and in this thesis, it is investigated from the pedagogical perspective. The following research question was posed: How is dialogue epistemologically constituted in Paulo Freire's pedagogy? This thesis emphasizes the understanding of education as a human social practice, inserted in a historical process always in transformation, with pedagogy as the mother Science that thinks, articulates, and organizes the conditions of subjects' educability, focusing on the ethical-political imperative of their emancipation. In this way, it is a pedagogy that is necessarily critical. Epistemologically, it is based on the Freirean perspective and Franco's proposals with Critical Pedagogy. The objective of the research was focused on unveiling the entanglements of dialogue, its meanings, and senses, in Freirean pedagogy, conceiving it as a device for humanizing pedagogical practices. In parallel, it sought to understand the historicity of dialogue and its epistemology, as well as to criticize educational situations that generate domination/alienation/barbarism allowed through uncritical pedagogical processes. It focuses on the construction of a pedagogical dialogue as a fundamental principle for the formation of critical human beings, active subjects, capable of promoting transformations. Methodologically, this is a qualitative research in the form of a critical bibliographic essay that used dialectical hermeneutics to synthesize and systematize data from the bibliography, in which Paulo Freire is the main source. Other contributions were also used, among them: Cambi, Jaeger, Franco, and Paolo Vittoria. After a critical analysis of the data, this thesis endorsed the following (re)constructions of knowledge about pedagogical dialogue: it is political, because it transcends a conversation, problematizing the daily reality with the subjects involved, enabling the emergence of awareness; it is not a method, it is a collective spiral process that, by collectively carrying out the reading of the world by the pronouncements of those involved, unleashes possibilities of transformations and recreations and reinventions of the world; It promotes bonds and belonging, recognizes the knowledge acquired by the experiences and makes them scientific, propitiating the ecology of knowledge; being pedagogical and critical, it is, therefore, a space of utopia, where the unheard viable may emerge. This work reaffirms the thesis that the Pedagogical Dialogue provides conditions for the development of critical thoughts and, only with the inversion of the order from verticality to the horizontality of education, do the practices become effective as pedagogical, allowing critical interventions and the emergence of autonomous beings in their thoughts, resistant to domination and persistent in freedom. Finally, this thesis recommends that facing the barbarities of the contemporary world, the pedagogical dialogue, understood as a counter-hegemonic potential, should be a movement of resistance.