Abstract This article presents some qualitative results of an investigation where Interactive Groups were implemented with collaborators in a first grade language arts classroom at a primary school with high social vulnerability. Our objective was to analyze the actions, based on dialogue, developed by the level teacher and her collaborators during classes with Interactive Groups. A qualitative design with communicative methodology was used. Data collection instruments were interviews, observations and focus groups. For data analysis, content analysis was employed. In this article, we will show the analysis of the actions arising from the deductive dialogue category oriented towards the inductive (emerging) egalitarian dialogue category. We conclude that dialogue actions such as “listen closely”, “give equal participation opportunities”, and “accept arguments which contribute” helped establish egalitarian dialogue in the classroom between the teacher and the collaborators with the children. This implied that, progressively, horizontal relations were established in the classroom, where the opinions and contributions of children were accepted based on arguments, since egalitarian dialogue is not directed by power relations.

中文翻译：

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针对处于危险学校环境中的儿童的平等主义互动小组对话

摘要 本文介绍了一项调查的一些定性结果，该调查是在一所具有高度社会脆弱性的小学一年级语言艺术课堂中与合作者一起实施的。我们的目标是在对话的基础上分析由水平教师及其合作者在互动小组课堂上制定的行动。使用了带有交流方法的定性设计。数据收集工具是访谈、观察和焦点小组。对于数据分析，采用了内容分析。在本文中，我们将展示针对归纳（新兴）平等对话类别的演绎对话类别所产生的行为的分析。我们得出结论，诸如“仔细聆听”、“给予平等参与机会”等对话行动，和“接受有贡献的论点”有助于在课堂上建立教师与孩子们合作者之间的平等对话。这意味着，逐步在课堂中建立了横向关系，孩子们的意见和贡献在争论的基础上被接受，因为平等对话不是以权力关系为指导的。