The construction of the reflective process in researcher-teachers dialogue

Abstract

This paper aims at discussing the processes of knowledge construction and reflection about one's own action triggered by the dialogue between a researcher and two teachers of English as a foreign language. The interaction excerpts analyzed are part of four reflective sessions carried out with the teachers after the video recording of their classes and integrate the corpus of my PHD research. For sharing the notion postulated by Bakhtin's circle that every awareness rising involves an ideological expression that is socially oriented and influenced by the dialogue with other people in the most diverse social spheres (BAKHTIN/VOLOSHINOV, 1929), I use the bakhtinian conceptions of behavioral and crystallized ideologies and of authoritative and persuasive words to discuss the knowledge construction and the reflective processes that took place in the dialogue between the researcher and the two teachers in the reflective sessions mentioned above. The four interaction excerpts analyzed reveal that the dialogue between the teachers and the researcher is characterized by the conflict between the ideologies constructed throughout the teachers' daily experience and the historically crystallized ideologies revoiced by the researcher. In this conflict, the researcher’s intervention, when it is marked by the more persuasive word, creates more persuasive zones to trigger the reflection on teachers' actions.