Challenges and learned lessons stemming from dialogue and profession: what basic education teachers have to say

Abstract

The reflection on the impacts of contemporary educational policies on the work and training of teachers indicates the advancement of the neoliberal perspective that denies these professionals’ condition as persons and intellectuals, trying to reduce them to the role of technicians who adapt to regulatory strategies and seek to achieve better results, with fewer and fewer resources. Dialectically, formative experiences guided by valuing the knowledge, trajectories and experiences of these subjects have also been recorded. This text aims to reflect, based on the dialogicity and its principles, on the limits and possibilities of learning in the teaching profession in the face of the influences of the current educational policies. Through reflexive dialogic circles carried out with thirteen teachers, aspects that articulate life, training and work were discussed. The results, analyzed based on Freire (1967, 1987, 1996, 2000) and other authors who present dialogicity as a theoretical, political and methodological perspective, point out that the learning of the teaching profession, in the current context, demands a critical and problematizing orientation that guide both the Limit Situations that slow the possibilities of humanization and the Unprecedented Viables that result from hope as a political and ethically situated attitude towards the profession and the context in which it is inserted.