Vozes silenciadas na sala de aula: a importância da dialogicidade na prática educativa

Abstract

The Pedagogy in question advocates dialogue as an indispensable resource in the teachinglearning process. This concluding article presents the interlocution of theorists who value dialogue by postulating language as an instrument of mediation, through which human interactions and learning situations are instituted. By relating the ideas of Bakhtin, Vygotsky and Freire, we find theoretical support for a practice that is based on the pursuit of dialogue in the classroom, favoring the reorganization of pedagogical practices and, in this way understanding, through the dialogical interactions between children and their peers, the importance of dialogism. The relevance of this study lies in the indication that the child is the protagonist of childhood, pointing to the school's need to recognize childhood and children as interlocutors aware of their position in the world. We’ve tried to show how the dialogue presents itself to them in the construction of learning, autonomy and subjectivity of each one and mainly as a source of listening. In view of the analyzes made, with the theoretical subsidies mentioned above, we conclude that it is only possible to involve the child in the process of teaching learning if she feels as part of this process. The child should be seen as the central focus, that is, an education, which considers the child as capable and rights-holder.