ABSTRACT
This research is an investigation on the circumstances and conditions needed for mediations in teaching situations and for the students increasing learning of the subjects that respond more adequately to the complexity of the youth and adult education (EJA), and how such mediations create conditions to develop critical thinking on students and the educational practice in this type of education. The scope of this writing is the mediating dimension of dialogue as the foundation of pedagogical praxis in adult education. This is an excerpt of the doctoral research of qualitative approach, in which a theoretical review is developed and that was possible through empirical observations in an adult education elementary school, in Santa Catarina, Brazil. These data analysis and interpretation retrieve the hermeneutic-dialectic perspective. Results show that EJA is a complex modality and, in that sense, it needs a mediation that is coated with intentionality. So this is not any ordinary pedagogical action, but a critical pedagogical action instead, substantiated, planned, intentional, in which both teacher and student are the subjects of learning.
KEYWORDS
mediation; dialogue; youth and adult education; pedagogical practice