Critical dialogue in educational relations imbricated to action-reflection movements

Abstract

Based on a qualitative, bibliographical research, based on the educational thinking of Paulo Freire, the article aims to reflect on the presuppositions that demonstrate the exercise of critical dialogue in educational relations, as well as, to study its relation with the movements of action-reflection before the challenges faced by the contemporary school. In the first part of the text, it is taken up in the Freirian works, which address the subject, the importance of the exercise of dialogue, the root of which is in popular education, as a relation in which human beings pronounce and modify the world. From this understanding, this same pronounced world becomes problematize to the subjects, generating new actions in the historical context. In the second part, the discussion approaches the challenges lived by human beings in the contemporary moment in which both educators and students are taken by fragments imposed by the current models of production and consumption. Under these conditions, the purpose of the study is to elaborate approximations and distances between popular education and formal education, based on the reason that the learner learns when, through scientific knowledge, he reorganizes his everyday knowledge and is able to generate actions that may provoke transformations in the environment in which it is inserted.