Dialogicity and human formation in Paulo Freire

Abstract

This study investigates education from a phenomenological perspective, as the praxis of intentionality and the cultural, human, and ethical-political dimensions. It aims to contribute to the critical debate by countering empiricist interpretations that define banking education based on the denial of dialogue and grounded in the dichotomy between oppressor and oppressed. The article introduces the concept of dialogicity and highlights its humanistic nature, as well as the centrality of dialogue in Paulo Freire’s pedagogical thought, which is focused on the formation of autonomous subjects capable of questioning established norms and seeking to create a society founded on justice and equality. The text demonstrates that dialogue serves as the provocative element that prompts us to question the nature and purpose of education, affirming that it can only be liberating when committed to serving the common good as a political, democratic, and civilizational project. As such, it must transcend professional practice and cannot be restricted to private interests.