THE CLASS IN A DIALOGICAL PERSPECTIVE

Abstract

The article proposes a discussion about the class in a dialogic perspective, considering the theoretical contributions of the Bakhtin group and the educator Paulo Freire that bring to the field of teacher education important reflections on the constitution of subjects in their relationships with others. In this sense, we will take the Geography class in the supervised internship as our object of analysis. Teaching practice, as a dimension of broader social practice, is a form of intentional intervention in social reality. In this way, the teaching of Geography has as its main objective to endorse the basic concepts of this science regarding the Man-Environment relationship, so that the theory can cover everyday life, the facts of real life. The investigative path consisted of a bibliographic research, followed by the activity of collecting information through observation of remote classes of interns in the Degree in Geography at the Federal Institute of Education, Science and Technology of Pernambuco - IFPE and a questionnaire. The construction of the analysis was carried out from the oral and written statements of the students, from the concepts of dialogue, dialogical relationships, world reading and banking education. We realized that interns do not develop their classes anchored in a specific teaching approach. In this way, some interns work by practicing a dialogic listening, where space is created for multiple voices to manifest themselves, while others carry the marks of a traditional education, without opening for the active participation of students. We believe that the teaching perspective based on dialogical relationships can surpass the banking concept still present in our schools.