摘要：This article aims to exemplify the use of the Dialogical Thematic Analysis Method from a research whose objective was to analyze the production of meanings of the conceptions of gender in teachers, through their narratives of life history. From the data produced, recurrent themes and sub-themes were identified in the narratives and the meaning maps were constructed, which showed that: (a) the gender conceptions of the research participants are varied and correlate with the (b) the constituent elements of religion, family, formation and profession appeared amalgamated in the dynamics of signification in the conceptions of gender of the interviewees.
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