PERSPECTIVES ON DIALOGUE: PEDAGOGY OF CARE AND LIQUID THINKING

Abstract

This article proposes a critical and phenomenological reflection on the role of dialogue as a structuring axis of a humanizing education in the 21st century. It articulates two complementary strands of contemporary pedagogical thought: the pedagogy of care, developed by Nel Noddings, Leonardo Boff, and Martin Buber, and the sociological analysis of liquid modernity by Zygmunt Bauman. In a society marked by the fluidity of relationships and the logic of disposability, Bauman highlights the dehumanizing effects of individualism and consumption, while the pedagogy of care proposes an ethical and relational response, founded on listening, empathy, and valuing the other. Inspired by Buber, and further developed by Freire and Noddings, dialogue is understood here as an existential and ethical stance, capable of mediating the tension between solidity and fluidity and of reconstructing authentic human and pedagogical bonds. This qualitative and bibliographical research is based on Rombach's phenomenological structuralism and Heideggerian hermeneutics as an interpretative approach, seeking to understand the ontological meanings of care and dialogue in education, through the interrelation between Bauman, Noddings, Boff, Buber, and Síveres. It concludes that care and dialogue constitute essential categories for rethinking the role of education in the face of the uncertainties of liquid modernity. By promoting relationships of presence, empathy, and reciprocal responsibility, educational practice affirms itself as a space of humanization and ethical resistance, capable of restoring to education its original meaning: to form conscious, supportive subjects open to encounters with others.