DIALOGUES ABOUT DIFERENT LOOKS IN FORMATIVE CONTEXTS OF TEACHERS WHO TEACH MATHEMATICS IN THE FIRTS YEARS OF ELEMENTARY SCHOOL

Abstract

The article presents reflections on the possibility of dialoguing with teachers, aiming to apprehend different views regarding situations arising from the classroom context, also seeking to respect different understandings of reality. This investigation is an excerpt from a doctoral research, with a qualitative approach, carried out with five teachers from the early years of elementary school, which aimed to understand the development of the process of teacher empowerment in training contexts. In this research, we propose a formative action that was subsidized by the dialogue between researcher and participants and had its programmatic content built from the knowledge of the participants and their relations with the school context. It should be noted that, over the course of fifteen meetings, we discussed themes identified in the dialogues with the participants. For this article, we chose to present discussions and analyzes related to the topic Dialoguing about different perspectives. The data produced were interpreted in the light of the Dialogic Discourse Analysis, from the Bakhtinian studies. The results showed that the training work carried out in this research enabled the group of participants to reflect on how each one (re)acts in the context of teaching situations in the classroom.