Dialogical practices of pedagogues in Basic Education: constitution and organizing principles
DOI:
https://doi.org/10.5212/PraxEduc.v.21.25577.004Abstract
This article aims to analyze the constitution, guiding elements, and organizing principles of the dialogical practices of pedagogues in Basic Education. It starts from the recognition of the role of the pedagogue in schools and of their work, which is shaped by a contradictory context of professional practice and challenges, moving from the denunciation of precarious working conditions to the announcement of dialogical practices and possibilities for transforming reality. The theoretical framework is based on Freire (1996, 2000) and Aubert et al. (2018), providing the foundation for dialogue and dialogical practice. The study was developed using the Communicative Research Methodology (Gómez et al., 2006). Data were collected through questionnaires, with the participation of 71 pedagogues from state and municipal education systems, and through a communicative discussion group conducted with seven pedagogues working in Basic Education. The results indicate that the constitution of dialogical practice emerges from initial and continuing education, as well as from lived and observed professional experience. The elements guiding practice include understanding the role of the pedagogue, the organization and planning of pedagogical work, the concrete reality of the school context, strategies for dealing with external determinants, and dialogue itself as a dialogical practice. Knowledge, dialogue, and the qualities or virtues of the pedagogue are identified as organizing principles. The study highlights possibilities for strengthening dialogical practice in schools, even in contexts marked by external pressures, and points out that intentionality, continuing education, and collective construction are powerful pathways for expanding practices of dialogue, participation, and transformation in Basic Education.
Keywords: Pedagogical coordinator. Dialogicity. Limiting and transformative elements of practice.
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