Possibilidades para uma educação dialógica em processos de ensino-aprendizagem na EJA

Abstract

This text presents a doctoral research study whose central theme is the dialogical possibilities in teaching and learning processes within a Youth and Adult Education (EJA) class. Paulo Freire is identified as the main theoretical reference, in articulation with a set of other authors whose approaches either dialogue with or complement his proposal. Based on this theoretical framework, we sought to address the following question: which aspects of the teaching and learning processes in a Youth and Adult Education class can be identified as dialogical? The general objective was to investigate dialogical aspects in the teaching and learning processes of a Youth and Adult Education class, aiming to characterize and problematize them, in order to identify their exclusionary and transformative dimensions. To achieve this objective, we adopted the methodological contributions of the Communicative Methodology of research. The results indicate that dialogue manifests itself through aspects related to affectivity, the establishment and maintenance of interpersonal relationships, mutual understanding, and pedagogical elements associated with questioning, investigation, and reflection on the programmatic content. When recognized within the pedagogical relationships investigated, these elements mediate actions that bring education closer to a dialogical perspective. It was also possible to identify a set of actions aligned with the transformative dimension of the research object, leading to qualitative changes in the schooling of the young people, adults, and elderly participants. Although fewer in number, actions related to the exclusionary dimension were also identified, requiring constant monitoring by the teacher. Finally, we conclude that the relationships investigated and the environment in which the research was conducted significantly contributed to the promotion of meaningful learning, the cognitive improvement of participants, and the overcoming of traumas and failures from previous schooling experiences.