摘要：This research was conducted in a state school of Goiânia with twenty-four students of a third year group of high school, in 2014. The main ideas that led this study revolve around the importance of interaction in the English language learning process, the presence of the other and students’ autonomy/self-regulation. The theoretical basis of this research derives from Bakhtinian dialogism (BAKHTIN, 1993, 2003; BARROS, 1997; BRAIT, 2005), Vygotskian sociointeractionism (VYGOTSKY, 1978; MOLL, 1990; LANTOLF, APPEL, 1994; REGO, 1995) and Freirean thoughts (FREIRE, 1996, 2005) about positioning students as agents of their own learning. The general objectives were: to verify the learners/participants’ perceptions regarding the teaching-learning process of English, before and after the interventions; to observe how different forms of social interaction (T-S, T-Ss, S-T, S-S, Ss-Ss, Ss-T) [1] can interfere in English classes of a third-year group from a state school; and to describe how the teacher-researcher perceives the experience of teaching English with its focus on social interaction. The methodology used is qualitative action research (THIOLLENT, 1986; ENGEL, 2000; MELLO, REES, 2011) and the tools used to generate the data were questionnaires, interviews and field notes. The outcomes show that the learners could conceive English as a language possible to be appropriated by them, used to communicate and they could also recognize the importance of the other in the learning process. Besides that, the teacher-researcher could perceive that interactive and effective classes were possible in that public school. [1] T – teacher; S – student; Ss – students
关键词：English language teaching-learning;Interaction;Dialogism;Autonomy.;Ensino-aprendizagem de língua inglesa. Interação. Dialogismo. Autonomia.
