More it will not have a compartimentada conscience, molded to parareceber deposits as if it was a canine tooth at the mercy of of the hunter, but it will possess umpensamento critical, questionador and capable to understand that ‘ ‘ … nacomunicao has only felt the life human being … ‘ ‘ (FREIRE, 1987, P. 64), in the exchange desaberes and experience, not in the hierarquizao. ‘ ‘ … that thinking of educadorsomente it gains authenticity in the authenticity of thinking of the educandos, mediatizados both for the reality, therefore in the intercommunication …
‘ ‘. (FREIRE, 1987, P. 64) This conception called problematizadora if establishes dialgica narelao between educator educating, where both learn together, and oprocesso to know it is a shared search. In contrast of ‘ ‘ bancria’ ‘ , the problematizadora education, answering the essence of the being of the conscience, that is its communicated scienter, negaos and existence the communication. It is identified with the proper daconscincia that always to be conscience of, when if intenciona not only aobjetos, but also when if return on same itself … already cannot be atode to deposit, or to tell, or to transfer, or of ‘ ‘ transmitir’ ‘ conhecimentose values to the educandos, mere patients, to the way of the education ‘ ‘ bancria’ ‘ …. (FREIRE, 1987, p.67-8) In the problematizadora conception, the educator already is not only oque educates, but what, while educates, he is educated, in dialogue with educating, queao to be educated, also he educates.