Freire believes that dialogue is crucial in the educational context as it encourages conversation and debates. Classroom environments that embrace the dialogic approach will create spaces for information exploration, where students and teachers can come together to share their knowledge and learn from each other. In such settings, dialogue is not just an educational tool that leads to specific outcomes. Rather, it is a complementary aspect of human nature that allows us to know ourselves better by interacting with others through conversations. Education, according to Freire, cannot exist without dialogue, which sparks opportunities for relationships to be built. In these conversations, both the educator and the student have the chance to learn from each other, and the roles alternate throughout the learning process. Freire believes that love is a necessary prerequisite for effective communication to occur in these dialogues.

Critical thinking becomes a discovery process rather than indoctrination

Freire's approach to education is founded on the development of critical awareness, which seeks to liberate individuals from the culture of silence. Dialogue plays an important role in cultivating this critical awareness. In learning, students are encouraged to pose problems, brainstorm ideas and engage in critical research together with their teachers. Freire believes that the teacher is not the sole repository of knowledge, and that knowledge is co-created between the teacher and students in the classroom. Dialogue enables students to develop critical thinking skills, which helps them reflect critically on their lives. Ultimately, this leads to praxis, which is the goal of education according to Freire.

Allows for creativity and critical thinking

Dialogue also fosters creativity and critical thinking as students come together to brainstorm possible solutions to problems. In such cases, it is not sufficient for the teacher to provide direction alone; there needs to be mutual communication between the teacher and students. According to Freire, reading content without asking critical questions like "how," "what," "when" is inadequate. Instead, problem-posing education encourages dialogue in issue formulation, allowing students and teachers to mutually exchange ideas and knowledge. By embracing a problem-posing approach, teachers are encouraged to recognize that they do not have absolute knowledge, and that true knowledge is co-created with students. This approach allows for a more active role for students in the learning process, encouraging them to conduct critical research with their teacher rather than passively receiving information.

Here are five effective methods to promote dialogue during the planning and implementation of curricula:

1. Group Collaboration: When developing a curriculum, it's important to encourage group collaboration among all stakeholders. This collaborative approach will improve communication and foster a shared vision for the curriculum.

2. Use of References: Utilizing a range of references can broaden perspectives and encourage constructive feedback. Referencing high-quality sources, such as research articles and academic journals, can significantly enhance the quality of a curriculum plan.

3. Incorporation of Pedagogical Theories: Incorporating pedagogical theories like those of Paulo Freire and Antonio Gramsci can help develop a more democratic and empowering curriculum. Educational concepts such as the "Pedagogy of the Oppressed" can be especially useful for curriculum development.

4. Model Based Planning: Incorporating model-based planning like that proposed by Poztez can help ensure a comprehensive approach and support more effective curriculum implementation in educational systems.

5. Use of Alternative Teaching Methods: Experimenting with alternative teaching methods, such as those used in Boal's theatre of the oppressed, can promote student engagement and make the curriculum more meaningful and impactful.

Sources:

Ayhan, S. (1995). Paulo Freire: His life, educational philosophy, and application. Ankara University Journal of Educational Sciences. 28,193-205.

Blackburn, J., (2000). Understanding Paulo Freire: Reflections on the origins, concepts, and potential pitfalls of his educational approach. Oxford University Press and Community Development Journal, 35 (1), 3-15.

Mayo, P. (2011). Gramsci, Freire, and adult education. (Translated by Ahmet Duman). Ankara: Utopia Publications.

Poztez, J. J., (1993). Model of curriculum planning. (Jalili, Trans.) Journal of Management in Education, 2 (3) 38-39.

Tolomelli, A. (2012). From the pedagogy of the oppressed to the theatre of the oppressed: From Freire to Boal. Democratic Education-Political Pedagogy Magazine. 2, 21-43.

Taylor, P. A. (1993). The texts of Paulo Freire. Philadelphia, PA: Open University Press.

Yıldırım, A. (2011). Critical pedagogy. Ankara: Anı Publications.