Aplicabilidade dos parâmetros para uma educação dialógica Alteritária visando ao aluno como sujeito de sua aprendizagem

Abstract

This research investigates the applicability of the parameters of dialogical alteritarian education in promoting student autonomy, based on the theoretical foundations of Mikhail Bakhtin and the Circle, Lev Vygotsky, and Paulo Freire. The study addresses the issue of content centralization in Brazilian education, which often disregards students as active subjects in constructing their own knowledge. The objective is to understand how these theoretical frameworks can be applied in the classroom and how they contribute to collective knowledge construction and the development of student autonomy. To achieve this, a research-action methodological approach is adopted, implementing a teaching module in a first-year technical high school class. This module, structured according to dialogical alteritarian parameters, enabled the analysis of interactions between students and the teacher, highlighting the role of teacher mediation and the joint construction of the teaching-learning process. The results indicate that adopting these parameters is both viable and productive, fostering a critical education centered on student autonomy. The research concludes that implementing dialogical alteritarian education requires a redefinition of pedagogical practices, emphasizing social interactions and teacher mediation as essential elements in knowledge construction.