<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0104-4036</journal-id>
<journal-title><![CDATA[Ensaio: Avaliação e Políticas Públicas em Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ensaio: aval. pol. públ. educ.]]></abbrev-journal-title>
<issn>0104-4036</issn>
<publisher>
<publisher-name><![CDATA[Fundação CESGRANRIO]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40362019000400755</article-id>
<article-id pub-id-type="doi">10.1590/s0104-40362019002702206</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Other people&#8217;s voices: a reflective inquiry into power and voice within the classroom and the implications of researching one&#8217;s own practice]]></article-title>
<article-title xml:lang="pt"><![CDATA[Vozes de outras pessoas: uma investigação reflexiva sobre o poder e a voz dentro da sala de aula e as implicações de pesquisar a própria prática]]></article-title>
<article-title xml:lang="es"><![CDATA[Las voces de otras personas: una investigación reflexiva sobre el poder y la voz dentro del aula y las implicaciones de investigar la propia práctica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santamaria]]></surname>
<given-names><![CDATA[Melanie]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ade-Ojo]]></surname>
<given-names><![CDATA[Gordon]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,University of Greenwich  ]]></institution>
<addr-line><![CDATA[London ]]></addr-line>
<country>United Kingdom</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,University of Greenwich  ]]></institution>
<addr-line><![CDATA[London ]]></addr-line>
<country>United Kingdom</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2019</year>
</pub-date>
<volume>27</volume>
<numero>105</numero>
<fpage>755</fpage>
<lpage>776</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40362019000400755&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40362019000400755&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40362019000400755&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The aim of this pilot case-study was two-fold: to explore the power and voice within small group interactions within a secondary school classroom and to explore the implications of researching one&#8217;s own practice as a teacher-researcher. Using Bakhtin&#8217;s theories of dialogism, audio recordings of one small group interactions were compared to student independent written work, in order to understand whose voices were used and how. Four main themes were identified: power and authority; positions of submission; silence and the voice of the text. The findings also highlighted how in the midst of teaching we can fail to see these power and identity dynamics; but the time and space of reflective research enables researchers to see beyond the moment and develop the capacity to see their teaching interventions and strategies anew to support the construction of new meaning.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo deste estudo de caso piloto foi duplo: explorar o poder e a voz dentro das interações de pequenos grupos dentro de uma sala de aula da escola secundária e explorar as implicações da pesquisa da própria prática como professor-pesquisador. Usando as teorias de dialogismo de Bakhtin e um quadro sugerido por gravações em áudio de interações de um pequeno grupo, foram comparadas com o trabalho escrito independente do aluno, a fim de compreender as vozes usadas e como. Quatro temas principais foram identificados: poder e autoridade; posições de submissão; silêncio e a voz do texto. Os resultados também destacaram como, no meio do ensino, podemos deixar de ver essas dinâmicas de poder e identidade; mas o tempo e o espaço da pesquisa reflexiva permitiram aos pesquisadores ver além do momento e desenvolver a capacidade de ver suas intervenções e estratégias de ensino novamente para apoiar a construção de novos significados.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de este estudio de caso piloto fue doble: explorar el poder y la voz dentro de las interacciones de grupos pequeños dentro de un aula de escuela secundaria y explorar las implicaciones de investigar la propia práctica como docente-investigador. Utilizando las teorías de Bakhtin del dialogismo y el marco sugerido por las grabaciones de audio de un grupo pequeño de interacciones se compararon con el trabajo escrito independiente de los estudiantes, para comprender qué voces se usaron y cómo. Se identificaron cuatro temas principales: poder y autoridad; puestos de sumisión; el silencio y la voz del texto. Los hallazgos también resaltaron cómo en medio de la enseñanza podemos fallar en ver estas dinámicas de poder e identidad; pero el tiempo y el espacio de la investigación reflexiva permiten a los investigadores ver más allá del momento y desarrollar la capacidad de ver sus intervenciones y estrategias de enseñanza para apoyar la construcción de un nuevo significado.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Dialogism]]></kwd>
<kwd lng="en"><![CDATA[Classroom dialogue]]></kwd>
<kwd lng="en"><![CDATA[Reflective practitioner]]></kwd>
<kwd lng="en"><![CDATA[Voice]]></kwd>
<kwd lng="pt"><![CDATA[Dialogismo]]></kwd>
<kwd lng="pt"><![CDATA[Diálogo em sala de aula]]></kwd>
<kwd lng="pt"><![CDATA[Praticante reflexivo]]></kwd>
<kwd lng="pt"><![CDATA[Voz]]></kwd>
<kwd lng="es"><![CDATA[Dialogismo]]></kwd>
<kwd lng="es"><![CDATA[Diálogo en el aula]]></kwd>
<kwd lng="es"><![CDATA[Practicante reflexivo]]></kwd>
<kwd lng="es"><![CDATA[Voz]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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