<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2178-4612</journal-id>
<journal-title><![CDATA[Conjectura: Filosofia e Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Conjectura: filos. e Educ.]]></abbrev-journal-title>
<issn>2178-4612</issn>
<publisher>
<publisher-name><![CDATA[Universidade de Caxias do Sul]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-46122023000100108</article-id>
<article-id pub-id-type="doi">10.18226/21784612.v28.e023009</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O olhar freireano e benincaniano sobre a prática pedagógica: o diálogo como princípio ético dos docentes na Escola X]]></article-title>
<article-title xml:lang="en"><![CDATA[Freire and Beninca&#8217;s look at pedagogical practice: dialogue as an ethical principle of teachers at School X]]></article-title>
<article-title xml:lang="es"><![CDATA[La mirada de Freire y de Benincá a la práctica pedagógica: el diálogo como principio ético de los docentes de la Escuela X]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fávero]]></surname>
<given-names><![CDATA[Altair Alberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Agostini]]></surname>
<given-names><![CDATA[Camila Chiodi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Faria]]></surname>
<given-names><![CDATA[Thalia Leite de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,UPF Curso de Filosofia ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal da Fronteira Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A03">
<institution><![CDATA[,UPF Programa Institucional de Bolsas de Iniciação Científica Grupo de Estudos e Pesquisas em Educação Superior]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>28</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-46122023000100108&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-46122023000100108&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-46122023000100108&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Ao pesquisar a realidade educacional contemporânea, é preciso conceber que os desafios que atingem a práxis pedagógica em sala de aula apresentam-se de forma multifacetada e complexa. Pensar a atuação docente mostra-se cada vez mais desafiadora e necessita de problematizações que auxiliem no enfrentamento das dificuldades. Dessa forma, a presente pesquisa trata da temática acerca do diálogo como um princípio ético na prática pedagógica em sala de aula, com ênfase na concepção dos docentes da Escola X. Trata-se de uma pesquisa de cunho analítico-hermenêutico. A metodologia adotada é de observação participante, realizada a partir de observação estruturada junto ao corpo docente nas suas atividades cotidianas, na escola indicada, nas quais se buscou evidenciar o conceito de diálogo de Paulo Freire (1981) e de sua função primordial na relação professor/aluno. O problema de pesquisa baseou-se na seguinte questão: é possível exercer o diálogo como um princípio ético na concepção dos docentes da Escola X? Assim, com justificativa no fomento ao debate acerca de princípios éticos na prática pedagógica, presentes nos escritos de Elli Benincá (2010), que devem ser assumidos pelos docentes em seu fazer diário, podemos observar que, embora desejável na teoria, o diálogo nem sempre é exercido na prática cotidiana em sala de aula. No entanto, entendemos que sua compreensão conceitual e seu efetivo exercício por parte dos docentes, de forma a preservar princípios éticos, pode propiciar um sentimento de esperança ao crer no diálogo como possibilidade de superar o modelo &#8220;bancário&#8221; de educação, transformando a sala de aula em um lugar de troca de saberes e de emancipação individual e coletiva.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Al investigar la realidad educativa contemporánea, es necesario comprender que los desafíos que afectan la práctica pedagógica en el aula son multifacéticos y complejos. Pensar en el desempeño docente es cada vez más desafiante y requiere problematizaciones que ayuden en el enfrentamiento de las dificultades. Así, la presente investigación aborda el tema del diálogo como principio ético en la práctica pedagógica en el aula, con énfasis en la concepción de los docentes de la Escuela X. Siendo esta una investigación analítico-hermenéutica, la metodología de la observación participante, realizada a partir de la observación estructurada con el profesorado en su cotidiano en la escuela indicada, en la que se buscó resaltar el concepto de diálogo de Paulo Freire (1981) y su papel primordial en la relación docente/alumno. Así, el problema de investigación se ubicó en la siguiente pregunta: ¿es posible ejercer el diálogo como principio ético en la concepción de los docentes de la Escuela X? Así, con la justificación de promover el debate sobre los principios éticos en la práctica pedagógica, presentes en los escritos de Elli Benincá (2010) que deben ser asumidos por los docentes en su quehacer diario, se puede observar que si bien es deseable en teoría, el diálogo no lo es. siempre se ejerce en la práctica cotidiana en el aula. Sin embargo, entendemos que su comprensión conceptual y su ejercicio efectivo por parte de los profesores, en aras de preservar los principios éticos, puede brindar un sentimiento de esperanza al creer en el diálogo como posibilidad de superación del modelo educativo &#8220;bancario&#8221;, transformando la clase presencial. en un lugar de intercambio de saberes y de emancipación individual y colectiva.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Diálogo]]></kwd>
<kwd lng="pt"><![CDATA[Princípios Éticos]]></kwd>
<kwd lng="pt"><![CDATA[Prática Pedagógica]]></kwd>
<kwd lng="en"><![CDATA[Dialogue]]></kwd>
<kwd lng="en"><![CDATA[Ethical Principles]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Practice]]></kwd>
<kwd lng="es"><![CDATA[Diálogo]]></kwd>
<kwd lng="es"><![CDATA[Principios éticos]]></kwd>
<kwd lng="es"><![CDATA[Práctica pedagógica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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