PAULO FREIRE AND DIALOGIC EDUCATION: RELEVANCE AND APPLICATIONS IN THE TWENTY-FIRST CENTURY

Abstract

This article revisits Paulo Freire's main contributions to dialogic education and its relevance in the twenty-first century, highlighting its applications in contexts of social inequality. Through a qualitative approach, based on bibliographic and documentary research, Freire's fundamental works are analyzed, such as Pedagogy of the Oppressed (1970), Education as a Practice of Freedom (1967) and Pedagogy of Autonomy (1996), seeking to identify their central concepts: dialogue, awareness and emancipation. The objective of the study is to demonstrate how Freire's ideas continue to be relevant to face contemporary educational challenges, especially in contexts of social vulnerability, where education proves to be an essential tool for social transformation. The methodology used includes content analysis, focusing on the thematic categories extracted from Freire's works, and triangulation of sources to ensure the validity of the results. The conclusion points out that Freire's critical pedagogy remains vital for the promotion of active citizenship and for the formation of critical and engaged students, emphasizing the importance of pedagogical practices that value dialogue and the collective construction of knowledge, with the aim of overcoming inequalities and promoting a more just and equitable society.