Openness to Dialogue in Brazilian Legal Education:

Theoretical Conceptions and Pedagogical Practices

Abstract

https://doi.org/10.1590/2179-8966/2026/92274

In a time of increasing polarization and social tensions, the development of dialogue skills in legal education has become an increasingly relevant challenge. Drawing on the thought of Paulo Freire and bell hooks, this article combines a theoretical reflection on the role of dialogue in legal education with a description of pedagogical strategies identified in the research project “Openness Openness to Dialogue in Leading Universities”. Based on this analysis, it presents strategies that emphasize interpersonal communication, such as H.E.A.R., L.A.R.A. and P.A.L.S., along with methodologies for facilitating discussions, including the establishment of community agreements, guided reflections on stereotypes, and the sharing of personal stories. Finally, it discusses possibilities for adapting these practices to the Brazilian legal context, focusing on learning objectives, teaching methods, and assessment tools. By bringing together theoretical reflection drawing on key authors of critical pedagogy with practical examples, the article contributes to the debate on how legal education can promote learning environments that are more open to dialogue. Keywords: Dialogue; Legal education; Critical pedagogy; Pedagogical practices.