In this article, we address collegiality among students and teachers and its potential for promoting meaningful experiences in teaching-learning processes. We analyse episodes drawn from the pedagogical practices of two of the authors of this text, who have taught English (Episode 1) and Portuguese (Episode 2). These episodes took place in two Brazilian public sector schools located in the state of Rio de Janeiro. Throughout our discussion, as Brazilian teacher-researchers, we align ourselves with studies on teaching-learning and language teacher education developed by the Exploratory Practice Group of Rio de Janeiro, with studies on autoethnography, as well as with the theoretical-analytical tools of narrative studies. As a result, we found that teaching proposals that encourage collaboration between students and teachers can promote meaningful experiences in the teaching-learning process. These proposals may not be easily negotiated due to power relations in the interactions between teachers and students.

中文翻译：

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当我们一起学习时：教师和学生作为学习和生活的共同实践者，通过探索性实践


在本文中，我们探讨了学生和教师之间的合作关系及其在教学过程中促进有意义的体验的潜力。我们分析了本文两位作者的教学实践中的片段，他们曾教授英语（第 1 集）和葡萄牙语（第 2 集）。这些事件发生在位于里约热内卢州的两所巴西公立学校。在我们的讨论中，作为巴西教师研究员，我们与里约热内卢探索性实践小组开展的教学和语言教师教育研究、自我民族志研究以及叙事的理论分析工具保持一致研究。结果，我们发现鼓励学生和教师之间合作的教学建议可以促进教学过程中有意义的体验。由于师生互动中的权力关系，这些建议可能不容易协商。