When we learn together: teachers and students as co-practitioners of learning and living through exploratory practice

• Beatriz de Souza Andrade Maciel ^[1] ; Diego Fernandes Coelho Nunes ^[2] ; Thelma Christina Ribeiro Côrtes ^[1]
  1. [1] Pontifícia Universidade Católica do Rio de Janeiro

     Pontifícia Universidade Católica do Rio de Janeiro

     Brasil

     
  2. [2] Instituto Benjamin Constant
• Localización: Language teaching research, ISSN 1362-1688, Vol. 29, Nº. 8, 2025 (Ejemplar dedicado a: Part 1: Challenges and Practices to Advance Sustainable and Inclusive Practitioner Research. Part 2: Tensions in Language Teachers’ Professional Identity Development and Coping Strategies), págs. 3339-3356
• Idioma: inglés
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• Resumen

  • In this article, we address collegiality among students and teachers and its potential for promoting meaningful experiences in teaching-learning processes. We analyse episodes drawn from the pedagogical practices of two of the authors of this text, who have taught English (Episode 1) and Portuguese (Episode 2). These episodes took place in two Brazilian public sector schools located in the state of Rio de Janeiro. Throughout our discussion, as Brazilian teacher-researchers, we align ourselves with studies on teaching-learning and language teacher education developed by the Exploratory Practice Group of Rio de Janeiro, with studies on autoethnography, as well as with the theoretical-analytical tools of narrative studies. As a result, we found that teaching proposals that encourage collaboration between students and teachers can promote meaningful experiences in the teaching-learning process. These proposals may not be easily negotiated due to power relations in the interactions between teachers and students.