Práticas de aula - Atos responsáveis em escuta

Abstract

With the text we present here, we seek to reflect on classroom practices in comparison with the ideas of Mikhail Bakhtin and Wanderley Geraldi, also engaging with other authors to elucidate the different ways in which the class, as an ideological stance, can be understood. In this aim, we offer examples by presenting two lesson plans and analyzing them critically: the first, developed with conceptions that view teaching primarily as the transmission of ready-made knowledge, which guides public education macropolicies; the second, based on Bakhtinian philosophy of language, where teaching is performed through enunciation, dialogism, and directs the microrelations that unfold in daily interactions. In conclusion, we consider that recognizing the fundamental elements of classroom relationships involves seeing the class itself as the place of enunciation; as a space for listening to the other as an expressive, speaking being whose voice cannot be silenced; for listening to ourselves; acknowledging the class as a cultural act and recognizing that every cultural act inherently lives at boundaries; that our choices require self-critique, reflection, and reevaluation; and finally, that it is the occurrences in and of the daily life of the classroom that provide learning, uniqueness, dialogism, and authorship to both the teacher's work and for the children's activities.

Keywords: Lesson; Responsible act; Responsive comprehension; philosophy of language of Bakhtin and his Circle.