La competencia dialógica del profesor de ciencias en Brasil

Abstract

The objective of this article is to undertake a deep analysis of the pedagogical aspects related to the teacher’s dialogical ability under teaching conditions. The work begins with a study of the outline, content and meaning of activities that are considered to be able to stimulate an effective dialogue with students, according to opinions expressed by teachers. The contextualized results were then analysed and interpreted on the basis of contributions from a psychoanalytical reference frame. Although these considerations undoubtedly contain a strong theoretical option, our perspective may work as a stimulus for other didactic alternatives and also for a reanalysis of previous research.