Caio Monteiro Melo, Andressa Rodrigues de Souza
This article presents a bibliographical study, which proposes a pedagogical approach based on dialogic learning, with an emphasis on the collaborative reading of medieval narratives as a formative resource in school contexts. The analysis focuses on works from the Arthurian cycle and discusses their potential for the development of ethical, communicative and interpretative skills, through the collective construction of knowledge, teacher mediation and active listening among participants. Based on this foundation, a didactic planning is outlined that articulates literature and dialogical educational practices, culminating in the proposal of an event in which different groups of the school community engage in reading activities, creative adaptation and critical reflection. The results of the study are reflective in nature and indicate that the integration of classical narratives and dialogic methodologies offers a promising path for strengthening student education and building more cooperative, meaningful and intellectually demanding school environments.