Por uma pedagogia dialogicizada bakhtiniana: reflexões sobre as práticas educacionais das professoras do Lar dos Meninos de São Luiz

Abstract

The present research aims to comprehend the concept of a dialogized pedagogy from the Bakhtinian dialogical perspective and the discourses produced by the teachers of the Lar dos Meninos de São Luiz. As this work is characterized as action research, all stages of the work were carried out in conjunction with the Lar dos Meninos de São Luiz team, and sought to address two demands: the extensionist demand, producing a workshop for the teachers of LMSL, thematizing their practice in the institution and the relationship with Bakhtinian epistemological theories; and the academic demand, the pursuit in understanding the concept of dialogized pedagogy, constructing new meanings for the term. In addition to the workshop, which was divided into two days, there were also 6 meetings between LMSL and the researcher, to define the research goals and produce the teaching plans and activities that would be used in the workshop. During this data construction period, which took place from July 2022 to March 2023, various utterances were produced. To epistemologically ground this research, we brought to the discussion the main concepts and thoughts developed by the Bakhtin Circle. The analysis of the constructed data was developed from the methodological perspective of Dialogical Discourse Analysis. From these analyses, three regularities emerged, namely: a) discourses on continuing education; b) the relationship between formal and non-formal education modalities; and c) the classroom as a place of listening and construction of subjects. From these reflections, it was possible to conclude that perceiving pedagogical practice in a dialogized way can contribute to the construction of critical and creative subjects, as well as helping to build an educational space that fights against inequalities, promoting a more just and egalitarian society.