ResumoNas grandes metrópoles, estudantes de diferentes bairros podem experimentar oportunidades de vida muito diferentes, o que pode influenciar suas atitudes em relação à escola e à aprendizagem, incluindo a aprendizagem da matemática. Entrevistamos um * Por solicitação dos autores, este texto foi traduzido. A versão para o português foi elaborada por Viviane Clotilde da Silva, professora da Fundação Universidade Regional de Blumenau (SC) e doutoranda do Programa de Pós-graduação em Educação para a Ciência da UNESP de Bauru.

If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -The purpose of this paper is to present an approach to group coaching in the workplace that can enhance shared learning in groups and teams through dialogue as opposed to group members' individual positioning through discussion and debate. Design/methodology/approach -An action research project conducted throughout one year in collaboration between the management groups of the Elderly Care in a Danish municipality, two organizational consultants and two researchers from the Department of Communication and Psychology at Aalborg University. The dialogical approach to group coaching is developed in the interaction between dialogue theory and the performance and close analysis of 12 video-taped coaching sessions with four management groups. The development of the dialogic group coaching concept is further supported through common reflections between researchers and groups in initial meetings as well as during the coaching sessions and final interviews, reflections between researchers and groups in initial meetings as well as during the coaching sessions and final interviews. Findings -The non-directive approach of dialogic group coaching is inspired by Transformative Mediation. This approach includes a focus on empowerment and recognition within the group in terms of promoting common reflection and learning. This also appears to diminish conflict talk and conflict-based relationships. Further, the dialogic approach emphasizes the importance of a coaching contract to create a common basis for reflection and action, which is found to reduce individual positioning. Originality/value -The paper develops a dialogic concept of group coaching in theory and practice, while focusing on the learning processes and development of the participating management groups.

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