Dialogues evidenced in Modelling practice in the Early Years of Elementary School

In this paper, we aim to identify how the dialogue can be evidenced in a Mathematical Modelling practice about air pollution, developed with fifth-year elementary school students. The data were gathered from researcher’s field notes and audio and video recordings. The analysis was made by identification and characterization of dialogical acts according to the Investigative Cooperation Model and analyzing the quality of communication according to references about dialogue in education. As results, we found that it was possible to highlight in every step of the modelling process, elements that qualify the communication among the participants, stablishing an investigative and dialogical environment, opening possibilities to cooperation and critical reflection about the theme studied.