The article presents the results of a research on communication processes in the Teacher Education Policy in the distance dialogical perspective, taking as an empirical basis the pedagogy course from a pole of the Open University of Brazil. The goal that guided the research was to analyze the type of communication between teacher/tutor and students. The methodology was based on the materialist dialectics and the delineation adopted was a case study. The results pointed to the denial of communication as constructive, critical and emancipatory dialogue. This open speech was against the capitalist counter-hegemony, but the analyzed practices were ideological, of false consciousness, not expressing the overcoming of alienation. As a conclusion, we point out that the occurrence possibility of an emancipatory communication in teacher training courses will only be viable through a formation policy that articulates theory and practice, discourse and reality in a collective construction of praxis meaning which transforms and overcomes the technicist hegemony, management and massification.
teacher training; emancipatory communication; distance education.