Dialogism, Argumentation and Human Development: an Approach to Teacher Professional Gestures by Means of the Self-confrontation Method

Abstract

This text is focused on concrete teaching practices in teacher-student verbal interaction situations. Its objective is to present a discussion about the development process of teacher professional gestures and a detailed study of a singular gesture present in the practice of two higher education teachers, with whom we worked in cooperation. The method adopted is that of the simple and crossed self-confrontation. In order to analyze the verbal material produced in the self-confrontation sessions, we articulate the concepts of dialogism, argumentation and human development.