Olhar com os olhos de dentro: uma experiência de aprendizagem da atenção

This paper presents the task carried through between a teacher and a student of the first grade of an elementary school concerning attention required to learning. The student, who had started the school year with an intense dispersive behavior, had gradually improved his attentive flux, developing an open and concentrated attention. In fertilization between sensitiveness and a dialogical epistemology based on co-operation, the teacher was able to establish cohesion among the initially fragmentary utterances and behaviors of the student. The data showed in protocols discusses the attentive trajectory of the student, as well as its effects in school learning. The conclusions point to the need of an enlargement of the studies about the attention required in learning, together with a dialogical epistemology based on co-operation