Abstract
The text in question sought a dialogue between Bakhtinian studies and teacher training processes in an enunciative-dialogical perspective, through a critical theoretical comparison with your representative readers, supported by a qualitative bibliographic research. Our interlocution points to the need for an ethical-responsive posture of teachers and mediators who work in teacher training, in order to propose paths that value teachers' voices, their knowledge and experiences, breaking with hegemonic patterns of training of professionals in the educational area. The article points out that the teaching practice should be materialized in a web of interactions with other subjects, therefore, dialogical and crític.
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