O diálogo como instrumento pedagógico: contribuições de Sócrates e Martin Buber

Abstract

Abstract

Starting from the philosophies of Socrates and Martin Buber, this article seeks to evaluate the principle of dialogue as a possible pedagogical tool for the challenges of contemporary education. To ground our reflection, we investigate the Socratic legacy, prescribing its possible influences on contemporary existentialism, especially on Buber's thought. Furthermore, we verified the contributions of dialogue to the teaching-learning process in our century; we explained factors that contribute, hinder and/or make the experience of authentic dialogue unfeasible; we discussed possible implications of the pedagogy of dialogue in interpersonal relationships and in the cognitive process. The methodology used was a bibliographic review of philosophical texts. The expected result is that we can contribute with educators who aim to promote a humanized and humanizing education.  We conclude that Socrates' and Buber's theories benefit the experience of inter-human relations, in which dialog and dialogue can be effectively lived. Thus, we infer that dialog, as a pedagogical instrument, favors self-knowledge, mutual (re)knowledge, acceptance, acceptance, and respect among the participants, which favors the process of teaching and learning.