Interaction, dialogue and pedagogical practices in high school

Society demands autonomy, dynamism, and protagonist skills in the face of the most diverse challenges arising from globalization that permeates all social sectors. For young people, the school presents itself as a space in which these skills can be better developed since their students are in full cognitive, attitudinal, and socio-emotional training. This research is justified by the need to clarify how the school, especially the teacher, can contribute to the autonomous and dynamic formation of students who study in public schools and reveal themselves to be vulnerable to social challenges. The study aims to analyze the social interaction between teachers and students, focusing on applying pedagogical techniques capable of developing resilience, in a secondary school in a vulnerable community, based on the triangulation of theoretical frameworks of interaction, exclusion, and autonomy. The methodology is based on a qualitative approach of an exploratory nature with the case study method. Data are collected through document analysis, observation, and interviews with eight teachers and twenty students from a public school in the capital of Brazil. As the most relevant research results, it is observed that the teacher-student interaction within the teaching-learning process makes the educational process meaningful for students and pedagogical strategy enables the comprehensive training of students in the face of the challenges that emerge from reality current.