Discussão coletiva num estudo de aula: práticas e ações de uma futura professora

This paper aims to understand what practices and actions a preservice teacher participating in a lesson study, framed by the exploratory approach, undertakes in the preparation and leading of the whole-class discussion and what is the contribution of the planning phase in the development of the preservice teacher’s knowledge about the preparation and leading of the whole-class discussion. The methodology is qualitative and interpretive. The results show that the preservice teacher carried out all the practices and actions foreseen in our model for the moment of whole-class discussion, and the work done in the preparation sessions of the lesson study was decisive