Educação Dialógica Freireana na trajetória de formação de estudantes do Curso de Pedagogia da UFC: possibilidades e desafios

Abstract

Through this research, we seek to understand the Freirean Dialogical Education (FDE) in the trajectory of training students of Pedagogy of the UFC, from their view. In addition, we attempted to conceptualize the Dialogical Education based on Paulo Freire; identifying the relationship between the understanding of students and what Paulo Freire characterizes/defines as Dialogical Education; knowing the perceptions of pedagogy students about FDE in their career training, analyzing the contributions and difficulties of FDE experiences in the path of formation of these students. This research is characterized as a qualitative case study. Semi-structured interviews were conducted with some students in the process of completing the course. Based on the dialogue between the proposed Paulo Freire and situations experienced by some students of the Faculty of Education at UFC, we found that the Freirean dialogicity appears as something that is necessary, but it is not recognized as such. This allowed us to infer the need and importance of Freirean dialogicity shown by them, and the recognition that education needs dialogicity, in other words, dialog true, loving, respectful; and that much of this lack stems from not Freirean training.