Practices of dialogue and teaching: prospects for a problematizing pedagogy

Abstract

The following project intends to look into teaching practices that can contribute to a critical formation starting from dialogue, contextualizing and problematization procedures on a Freire perspective. The initial motivation for the subject is linked to the importance of the teacher's role on the building process, with the teenagers, of a investigative and critical positioning in front of the information provided and the social context in which we live. Through this bias, the project aims to identify possible joints of basic public education with a and the experience of dialogue between teachers and students, studying their conceptions and teaching practices and deep searching the principles and concepts underlying the problem-based education, proposed by Paulo Freire, in particular the importance of the dialogue for its realization. With these objectives, the research is characterized as exploratory, with qualitative approach and proposes as methodological procedure the conduction of a case study in two schools of State Public Network, located in Botucatu/SP, realizing semi-structured interviews with sex teachers, respecting the predicted proceedings (voluntary adherence and signing of the consent form).