Dialogic communication in Physical Education teacher training Reflections from Martin Buber

Abstract

Human communication has been studied from multiple academic disciplines, which has generated specific theories about it. One of them is the theory of dialogic communication, which has been supported by important referents in the philosophy of education. One of them is the humanist and personalist philosopher Martin Buber, who inspired other pedagogical referents such as Paulo Freire. This essay focuses on reflecting on Martin Buber's contributions to dialogic communication in the context of the initial teacher training in Physical Education. To achieve this objective, Buber's ideas were analyzed, as well as articles by other authors who have synthesized the work referred to Buber's dialogical communication. The reflective analyses show that the Buberian dialogic puts the intersubjective encounter before the sociocultural meanings as a fundamental condition to avoid the depersonalization or reification of communication. This does not mean that the historical and sociocultural context of the dialogue is denied, but it is initially suspended to have a first opening to the genuine identity of each human being. It is concluded that this knowledge can contribute to the Initial Physical Education Teacher Training, complementing those of other authors who have been studying in the context of Physical Education. Some studies have considered the Buberian dialogic to contribute a humanistic and critical vision to Physical Education, but it is appreciated that it is necessary to develop new studies on this perspective.