Educação dialógica na era digital: contribuições do pensamento de Paulo Freire

Abstract

The dissemination of digital culture and educational platforms has reconfigured ways of teaching, learning, and interacting, demanding reflections on the theoretical-pedagogical foundations that guide teaching practice. In this context, Paulo Freire's contributions remain fertile for thinking of education as a political, dialogical act committed to critical formation. This article discusses the relevance of dialogical education in the digital age, focusing on Freirean categories of conscientization and dialogue. The discussion articulates literature from critical pedagogy with studies on digital culture and technological mediation, problematizing the risk of re- editions of "banking education" in environments mediated by platforms, algorithms, and logics of surveillance. It is argued that, although technology is not inherently emancipatory, critical dialogue and the collective production of meaning can be enhanced through collaborative practices, digital authorship, and horizontal communicative processes. It is concluded that the Freirean perspective on education contributes to challenging instructional models and reinforces the relevance of conscientization as a guiding element for critical formation in the digital society, offering theoretical foundations for teacher training, for the debate on educational policies, and for the construction of educational processes aligned with democracy.