Search

This study aims to problematize the classroom as a space for dialogue and the elaboration of the formative experience. The problem that guides our objective aims to understand in what sense the dimensions of dialogue and participation, as principles, can be rethought from the perspective of the category of formative experience. Our hypothesis rests on the understanding that only an educational process capable of mobilizing the realization of a formative experience mediated by dialogue will be able to commit subjects to the construction of a critical, autonomous and free conscience. In order to accomplish this objective, we based ourselves on a qualitative methodology in terms of the approach to the problem, bibliographical in character, and hermeneutic in nature. From this perspective, our thinking was directed in three moments. In the first, we situate dialogue as a formative principle that mobilizes the subject to by being more, anchored in the approaches of Benincá and Freire. Secondly, by investigating the concepts of dialogue, formation and classrooms, we attempt to problematize the dimension of the formative experience mobilized by the dialogue between teacher-students and students-students. And finally, we maintain that the relationships established in the classroom between the subjects of the formative process should mobilize, mediated by dialogue, the formative experience, the one that guides the discovery of the difference, and to project and inaugurate other forms of life and living. [ABSTRACT FROM AUTHOR]