Listening-diologuing on Freire

a challenge to the school yet?

Abstract

This article, about qualitative methodological approach, has the goal of presenting some reflections on the issue ‘how teachers and students realize the dialogic relationship in the teaching-learning process, breaking with its fragmentation’? The theoretical foundation is based on Paulo Freire’s thoughts, extracting from his works, specially, the listening-dialoguing concepts and its implications on the constitution of the existent relationships of the teaching and learning process. The empirical field is a basic education school, where two discussion groups were made, composed by students and teachers. And, a questionnaire applied to 184 students from the same year of elementary school. During the data collections and processing process, we sought to understand how the researched subjects perceive the dialogical relationship in the teaching-learning process. From these analysis, stands out the listening-dialoguing importance, as central concepts of Freirean work, coming from the same dialogue sense, as confrontation to the fragmentation and “banking education” still existents in the school and, at the same time, as action that make an integral formation possible.