Quando a palavra se faz diálogo: o pensar alto em grupo na mediação docente e na construção crítica de sentidos

Abstract

This research investigates how the dialogical reading practice, through the Think Aloud in Group (PAG) method, can contribute to the formation of critical and responsive readers, focusing on 5th-grade elementary school students from rural communities. Grounded in socio- interactionist and dialogical theories, such as those of Paulo Freire, Mikhail Bakhtin, and Brian Street, reading is understood as a situated social practice that connects text, context, and the subjects' experiences. The methodological approach adopted is qualitative-interpretative, combining theoretical analysis with pedagogical experiences conducted in the classroom. Data were collected through interviews and shared reading activities, highlighting that the PAG method promotes the collective construction of meaning, enhances reading autonomy, and strengthens students' critical thinking. Furthermore, the role of the teacher-researcher as a literacy mediator is emphasized, integrating students' cultural experiences into the teaching process. The results indicate that PAG is an effective methodology for overcoming the traditional model of reading instruction, which often reduces the act of reading to mechanical decoding and the search for ready-made answers. The method values students' cultural diversity, fostering a more inclusive, reflective, and transformative education. Thus, the research contributes to pedagogical practices that recognize students as protagonists in the reading process and that encourage dialogue, active listening, and the collective construction of meaning.