Search

This paper has origin from a research and it is about the subjective constitution of social educators who are dialogically positioned in relation with their students, considering the need for a space that thinks and discusses the teaching and learning processes in Social Education. Based on the interpretive constructions of the research, which has a qualitative nature, the discussion allows us to understand that the participants' dialogical postures are related to subjective configurations and meanings that are expressed through the recognition of the other's humanity. For that, it was necessary that the participants overcome the productions of the dominant social subjectivity in Brazil regarding their students, that often puts them in a place of inability. A construction that directs the reflection to the necessity for formation that must be thought and structured in a more humane and less technical perspective, to promote critical positions, historical and conceptual knowledge articulated with practice. [ABSTRACT FROM AUTHOR]