Initial teacher training: pedagogical practice and dialogue with high school students

Abstract

This paper aims to contribute to studies on initial teacher training. To this end, it seeks to identify the understanding that high school teachers have about dialogicity, as well as its reflections on pedagogical practice in dialogue with students. Therefore, it initially reflects on initial teacher training, based on the perspective of authors such as: Imbernón (2011), Garcia (1999), Brayner (2008), Buber (2012), Nóvoa (2019), Pimenta (2012), Veiga (2022), in dialogue with Paulo Freire (2019; 2021; 2021a; 2021b; 2021c). Subsequently, based on research carried out with teachers who work in state public high schools in Fortaleza, and in connection with the thought of Paulo Freire, we sought to analyze the influence of dialogicity, as a Freirean category, on the materiality of practices pedagogical ideas of teachers in the high schools studied, and understand the meanings that teachers attribute to teaching-learning processes and their links with the understanding of dialogue as an educational act. Finally, the results of the research showed the distance between initial teacher training courses and training that contemplates the pedagogical dimension focused on dialogue. Thus, the influence of dialogue on the teaching-learning process was perceptible, whether through its implementation by teachers who adopt this stance or, on the contrary, through its absence.