DIALOGICITY AND TEACHER TRAINING IN ADULT EDUCATION: THE CONTRIBUTIONS OF PAULO FREIRE

The Adult Education is a structured educational modality from the fact that its subjects bring with them a set of experiences and knowledge that should be taken as a guide to their pedagogical practices ( Freire, 1978, 1992, 1999). Thus, paying attention to the specifics inherent to the field of adult education, it is assumed that the profile of professionals working in this area should also be differentiated. However, the discussion of the fundamental theoretical basis for the training of these educators remains without parameters as guidelines ( ARROYO, 2006; VOVIO, 2010). Accordingly, this article presents some reflections on the particularities inherent to the field of Adults Education in order to contextualize this type of education. Then the problem of training teachers is discussed, detailing key challenges. Finally, and without pretending to end this debate, it is intended to list some assumptions advocated by Paulo Freire, especially those related to the dialogicity, in order to contribute to the discussion of the issues mentioned.