Parlare con franchezza: un impegno per il dialogo educativo contemporaneo

This paper aims to be part of the contemporary debate that considers dialogical thinking as a characterising dimension of pedagogical reflection. In this perspective, words of educators or teachers take on a specific relevance: on the one hand because, through them, it is possible to maintain an open educational relationship; on the other hand because they may be generative for the construction of the subjectivity. Put in these terms, the topic is not limited to the management of everyday conversations, but, more specifically, it identifies the dialogical dimension as the condition for the education of the human being. Starting from these assumptions, it is relevant, even for contemporary times, to recover the meaning expressed by the term parresia, commonly understood as the ‘free speech’. Through a short reconstruction of the concept within the classical panorama, the paper proposes to highlight how this mode of communication can be a fundamental quality also for those involved in contemporary educational processes.