Resumo

FAVERO, Altair Alberto; AGOSTINI, Camila Chiodi  e  FARIA, Thalia Leite de. Freire and Beninca’s look at pedagogical practice: dialogue as an ethical principle of teachers at School X. Conjectura: filos. e Educ. [online]. 2023, vol.28, e023009. ISSN 2178-4612.  https://doi.org/10.18226/21784612.v28.e023009.

When researching the contemporary educational reality, it is necessary to conceive that the challenges that affect pedagogical praxis in the classroom are presented in a multifaceted and complex way. Thinking about the teaching performance is increasingly challenging and needs problematizations that help in facing difficulties. Thus, the present research deals with the theme about dialogue as an ethical principle in the pedagogical practice in the classroom, with emphasis on the conception of the teachers of School X. As this is an analytical-hermeneutic research, the methodology of participant observation is adopted, carried out from structured observation with the teaching staff in their daily activities, at the indicated school, in which we sought to highlight the concept of dialogue of Paulo Freire (1981) and its primary role in the teacher/student relationship.. Thus, the research problem was located in the following question: is it possible to exercise dialogue as an ethical principle in the conception of the teachers of School X? Thus, with justification in promoting the debate about ethical principles in pedagogical practice, present in the writings of Elli Benincá (2010) that must be assumed by teachers in their daily work, it can be observed that although desirable in theory, dialogue is not always is exercised in everyday practice in the classroom. However, we understand that its conceptual understanding and its effective exercise by teachers, in order to preserve ethical principles, can provide a feeling of hope when believing in dialogue as a possibility to overcome the "banking" model of education, transforming the classroom class in a place of exchange of knowledge and individual and collective emancipation.

Palavras-chave : Dialogue; Ethical Principles; Pedagogical Practice.

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