DIALOGICITY IN HIGH SCHOOL: A PROPOSAL FOR ACHIEVING AUTONOMY

Abstract

Brazilian education is facing new old problems, caused by the prevailing neoliberal system in our territory. This system sees the student only as a tool for manipulation, for the enrichment of the elite and as the cornerstone of its main objective: profit. Therefore, politicians, businessmen, oligarchies, mass media, and the Brazilian elite have no interest in developing an education based on dialogue and democracy, because this fosters the autonomy of the individual. Paulo Freire, in his book “Education as the Practice of Freedom”, among other writings, invites us to see that the colonization instituted in our territory produced an intellectual complacency, coupled with negligence and disregard for education, reflected in democratic inexperience. To overcome this inexperience and the massifying culture, a critical, critical education is necessary, one that awakens reflections in students, fostering creativity in achieving independent thinking. This article, a study of new and old themes, aims to investigate, in Freirean and related literature, the practice of dialogicity as an object of achieving autonomy and freedom in secondary education, in which creativity, study, and pedagogical humility are present, aiming for a different educational paradigm: Liberating Education. The methodological approach was developed through a general narrative bibliographic review, with a qualitative approach, whose results indicated the need to institute pedagogical dialogue in high school, aiming at the evolution from naive consciousness to critical consciousness.