TEORIA DA DIALOGICIDADE DE PAULO FREIRE

a educação bancária na era dos transtornos de aprendizagem

Abstract

This work is an initial study on the social subjectivity of teachers at a public school in Brasilia, Brazil. The recurring issue of medical/psychological reports of learning disorders raised a theoretical reflection beyond the culpability of the person who learns. From the problematic situation of the contemporary school we bring the hypothesis that the regulation of learning strategies by students, characteristic of institutionalization processes, do not contribute to the emergence of subject who learns. To contribute to this discussion, we bring the concepts of dialogue and “banking” education from the work of Paulo Freire that helps us understand how the issue of medical reports of learning disabilities participate in an education that does not value dialogue, which underscores a current “banking” condition of the school space.