The concept of formacting from the perspective of Paulo Freire

Abstract

Abstract This work seeks to develop the concept of formacting supported by the concept of dialogue as a basis for the ethics and politics of liberation from Freire's perspective. The objective is to conceptualize formacting to think a dialogical, problematizing, democratic, and liberating education, recreating the concept of whattodo by Freire. The methodology is bibliographic, based on a philosophical perspective of analyzing and reconstructing concepts based on Freire's works. As a result, formacting connotes liberating praxis as a process of being more in search of what one is not, breaking with the oppressive being. The dialogical formacting allows us to think of the ethics and politics of education as liberation and growth of the democratic way of life.