Dialogical education and democratic management

reflections on praxis in adult teacher learning

Abstract

This article, presented as an experiential study, aims to reflect on adult teacher learning processes from two complementary perspectives: the dialogical educator and the democratic educator-manager. It is based on a qualitative, literature-based approach, drawing on authors such as Freire (2011, 2020), Placco and Souza (2006), Cosenza and Guerra (2011), Bondía (2002), Nóvoa (2017) and Marcelo García (1999). The study analyzes the concepts of identity, subjectivity, metacognition, memory and teachers’ knowledge as central elements in the constitution of pedagogical practice. Based on two experience-based accounts, the article highlights the importance of listening, dialogue and the contextualization of teaching as fundamental strategies for the development of meaningful learning. It emphasizes that teacher education is a continuous process, marked by individual and collective experiences intertwined with the social and educational contexts within which teachers are situated. Praxis, understood as action–reflection, is presented as an essential foundation for critical and transformative teaching. The study proposes an attentive look at teacher education and professional practice, considering the complexity of learning processes and the challenges of building a democratic and meaningful education.