Freirean dialogic action in Brazilian public schools: a Lesson Study contribution to teacher development

ABSTRACT

Recalling Freire's lessons on education and teacher development, this study embraces the transformative power of dialogue. In the context of Brazilian public schools, where education faces challenges such as rigid curriculum prescriptions, the researchers implemented a Lesson Study cycle as a dialogic teacher development intervention. Despite constraints, it fostered a collaborative and dialogic space, enabling English teachers to share and reflect in formative interactions. This approach allowed for critical discussions, empowered teacher agency, and enhanced the quality of English teaching. Inspired by Freire's vision, dialogic Lesson Study proved to be a liberating experience for teachers, promoting active and meaningful practices.

KEYWORDS:

• Lesson study
• English teaching
• Freirean dialogical practices
• teacher development

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 The pilot project was identified as the introductory phase of the doctoral research project in education at the University of Cambridge, United Kingdom. Participants underwent initial training on the Lesson Study methodology, a particular model of collaborative action research in the classroom, and executed a full cycle of SL within their respective school environments.

2 Since 2008, Paula Castro has held the role of Teaching and Learning Director at Bilingual Schools in Brazil. Alongside this position, she works as an international educational consultant and teacher developer, assisting both public and private educational institutions in Brazil and across Latin America.

3 The research work, encompassing all stages within a complete LS cycle, was concluded in December. However, the teachers' records were submitted to the researcher in December 2021 and February 2022, respectively, owing to the recess period and school holidays at the local public schools.