Higher education expansion leads to enroll socio-culturally diverse students. In fact, does greater enrollment lead to increasing democratic opportunities? This research project focuses the assumed neutrality of educational institutions: do they reproduce social relations and power structures? In search of updating the dialogical pedagogy concept, it analyzed the social experiences, interaction of students and faculty members in a university. Multiple case study involved young students of two teacher education undergraduate programs. Its results show the high value attributed to friendship, creativity and mutual respect, as well as the concern with non-interested students. This project generated a hypothesis encompassing three fundamental axes of the student body and faculty social interaction: the denial of students' critical capacity by faculty, moreover the trends to inculpate each other for failure and to develop authoritarian relations.
De Vasconcelos, I. C. O., & Gomes, C. A. (2016). Pedagogia dialógica para democratizar a educação superior. Ensaio, 24(92), 579–608. https://doi.org/10.1590/S0104-40362016000300004