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Dialogic Learning In Adults Education: Denunciations and announcements in order to overcome obstacles and seek human development

Author(s): Juliana Franzi | Fabiana Marini Braga | Carolina Cherfem | Roseli Rodrigues de Mello | Kelci Anne Pereira

Journal: Educação : Teoria e Prática
ISSN 1517-9869

Volume: 19;
Issue: 33;
Start page: 159;
Date: 2009;
Original page

Keywords: Human Development | Youngsters and Adults Education | Dialogic Learning.

The focus of the present article is on Youngsters and Adults Education (YAE/EJA) under the perspective of dialogic learning and based on the communicative action theory by Habermas and the dialogicity theory by Freire. Such concepts point out that dialoguemeans praxis, which is fundamental for learning, the constitution of human development and democracy; they enable the criticism of the dominant YAE model which discriminates the adults based on prejudice against adult intelligence; they also provide tools to overcome such a model. Based on this perspective, the purpose of the article isto present YAE as a cultural educational system as opposed to a traditional scholastic one, which guarantees that its individuals are perceived as subjects with their rights: education, housing, feeding, job, etc. In order to achieve such a goal, the education inthis teaching model should be based on the practical and communicative skills which the learners already possess so that they are given the right to make and remake themselves in the world. When the Education of youngsters and adults is approached under a critical and dialogic perspective, we recover its transforming function, its announcing function.
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