Reading Reality Through Dialogue for the Development of Paulo Freire’s Critical Pedagogy.
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Abstract
This document aims to interpret reality through dialogue to promote the development of Paulo Freire’s critical pedagogy. For this, a bibliographic review was carried out, focusing on reading reality through dialogue, based on the ideas of the philosopher and researcher Paulo Freire, and establishing its relationship with the concept of critical pedagogy. An interpretive paradigm and a qualitative approach were adopted, emphasizing the subjective and inductive world, using the Scopus database. The selected articles belonged to the area of social sciences, had an academic nature, and were available both in open and restricted access. A hermeneutic perspective was employed to interpret the reviewed sources and facilitate a critical reflection between the researcher and the texts. The results highlight the importance of a dialogical education that considers the contexts of students and provides them with theoretical and practical tools to face their reality. The discussion emphasizes the need to implement this pedagogy to foster critical consciousness and contribute to social improvement.