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This article discusses how teachers give meaning to their pedagogical activities. The discussion is based on a research study developed with teachers of grades 1 to 4 of public elementary schools and also on an analysis of the process of creation and crystallization that constitutes this pedagogic activity. Based on the contributions of the dialectical historical materialism and making use of Sartre's theory as an ontological basis, it is observed that this "pedagogic activity" becomes "creative activity" not in its own integrity, but in the dialectic of the "creation-crystallization" process.

Criação e cristalização na dialética do ensinar e aprender: os sentidos que professoras atribuem às suas práticas pedagógicas