Comparison Between Freire's Dialogicity and Illich's Deschooling

Abstract

The analysis carried out allows us to understand that dialogicity can be practiced to teach with it, although the main limitation that this methodology presents is the rejection that the authorities give to it, since they do not assume it as an effective means to teach literacy and to train citizens with critical thinking, capable of solving social problems and not being a mechanical entity. Regarding unschooling, although this is practiced in fact, the educational system has not regularized it. In that sense, the postulates about the unschooled society that Ivan Illich proposes honor those who called him an anarchist, and it is also true that his theory has passed into daily practice, although outside of school. In the same way, today, this practice is impossible to stop, since it is used in an additional way by students in general, either due to the need for physical bibliography, or due to the lack of financial resources to acquire the texts. Although Illich, like Freire, speaks of the limited education offered by the prevailing educational system, the Brazilian one presents in his theory a proposal for a structural change of the paradigm, that is, of the method of school interaction. In short, the deschooling that Illich proposes in his theory, to this day, although it does not exist entirely in the terms that he establishes it, it can be seen and practiced, although with marked limitations and differences, as, for example, open courses found on YouTube, or courses offered openly by universities or foundations, which are naturally not official courses. This is obviously deschooling in practice, but not formally, since the authorities and legislators have not yet been able to make this possible, however, its presence and use to learn without age and without any limitation.

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