Dialogicity and humanizing education, a look at the formative process of Venezuelan primary education in the pandemic context

Abstract

In his life, the Brazilian pedagogue Paulo Freire has promoted a fight against social and pedagogical narrowness. His work highlights the link between democracy and development, highlighting issues such as illiteracy; the social and cultural rights of the educational society; respect for ethnic, cultural and religious diversity; claiming a new concept of education focused on humanizing dialogue, an education that is truly within everyone's reach. That guarantees the individual a process of humanization that allows him to identify and reject the different forms of discrimination and intolerance, proclaiming the promotion and protection of human rights from a look at the training process, of the popular class, claiming a strong teaching state, effective and prestigious even more so in the pandemic context in which the population has been affected, which leads to reflection and theorizing about the current situation caused by  COVID in the country's schools, which would set a precedent for effective management of future situations of confinement and isolation similar to those already experienced worldwide. For this, a teaching state with the capacity to monitor the training process, regulate and control education, and especially at primary levels, is required, a state that guarantees a dialogical humanizing education. This extensive monograph seeks to awaken human sensitivity to build new ways of thinking, feeling and acting with respect to primary school students who require, among other aspects, special approach attention, due to their little experience in the school environment.