Dialogical education

Paulo Freire’s perspective for the world of education

Abstract

Paulo Freire’s pedagogical perspective was based on the critical awareness of students, starting from the contextualization of the programmatic contents, considering the students’ life experiences. For Freire, the raison for being of education is in the interaction between educator and student, based on a dialogical relationship in which the student’s knowledge must be considered in the implementation of the pedagogical act. The article makes use of the technique of historical documentary research. His innovative teaching method dialogues with contemporary issues, serving as a basis, even today, for heated debates around his teaching methodology, which often has his ideas reproduced in a decontextualized way, distorting the essence of his thinking. In this sense, the present study focused on the Freirean method of teaching, carrying out a theoretical reflection in order to demystify the mistakes that revolve around his thinking.