Dialogicidade formativa: viabilidade dos círculos de cultura e seus desafios na atualidade

• Ano de defesa: 2024
• Autor(a) principal: Souza, Wagner de Oliveira
• Orientador(a): Furtado, Rita Márcia Magalhães
• Banca de defesa: Furtado, Rita Márcia Magalhães, Real, Márcio Penna Corte, Queiroz, Fabrício David de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Educação (FE)
• Departamento: Faculdade de Educação - FE (RMG)
• País: Brasil
• Palavras-chave em Português: Círculos de cultura; Dialogicidade formativa; Cultura; Diálogo; Liberdade prática
• Palavras-chave em Inglês: Circle of culture; Formative dialogicity; Culture; Dialogue; Practical freedom
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/13780

This dissertation focuses on locating in dialogical training as a gear that produces the movements of culture circles, the predictions of this pedagogical action, with a social character, in the Brazilian sociocultural scenario that, currently, presents political setbacks in the country considering the growth of far-right groups that systematically promote anti-dialogical education. The research comprises the academic essay as a way of structurally presenting its intentionality, which is why it develops in the bibliographical exploration of authors who contemplate the topic addressed, above all, the Freirean thought that supports its development in each line, as its theory of dialogical action is connected to the thoughts of the other authors presented. The development of the research took place through qualitative theoretical analysis, the objective of which was to identify the characteristics of dialogic formation and the developments of culture circles in their action within diverse contexts. The conceptualization of culture circles was sought, understanding it as a social aspect ingrained in the educational process, as one cannot educate without first establishing a relationship of cultural appreciation between the subjects involved in the educational process linked to the pedagogical proposal of culture circles. culture culture. Just as we try to theoretically describe formative dialogicity based on the need to seek the concept of dialogue in the concrete action of culture circles. Freire, observes dialogue as essential to the epistemological unfolding of cultural circles, as it opens the possibility of encounter between subjects who, experiencing the same state of social oppression, originating within a systemic superstructure, organized and maintained by the dominant culture, enables the set of structural elements that characterize the dialogical relationship, necessary as a possibility for conscious awakening, allowing the creation of a critical subject capable of interacting with the world and synchronizing with it. The development of the dissertation follows a structural path in the search to understand the dialogue between culture circles and the concept of formative dialogicity, bringing as a demonstration the vision of culture circles as a pedagogical educational movement applied institutionally in schools that use the theory of knowledge of Freire as part of his pedagogical proposals.