This research aims to listen to some students voices and comprehend their beliefs (Barcelos, 2004), in order to generate understandings concerning what I call learner pedagogy, according to which teacher and students themselves build the classes and the knowledge jointly. To do so, I am based on my experience as an online English teacher of small groups, started during the pandemic of covid-19. I invited six former students for us to have exploratory conversations (Nunes, 2022), based on the ideas of Exploratory Practice (Miller, 2013), regarding our and other classes, generating, then, the data to be analyzed in this dissertation. This work is inserted in the qualitative-interpretive paradigm (Denzin and Lincoln, 2011) and has an autoethnographic bias (Ellis and Bochner, 2000; Reis, 2018), since the conversations occurred between myself and students who are close friends or relatives of mine. The conversations had varied themes raised by the learners and by me, but I focused on analyzing parts where we spoke about our pedagogical practices and the interactions in our online classroom. This research paradigms are Exploratory Practice (Allwright, 2006; Exploratory Practice Group, 2020; Miller et al., 2008), Applied Linguistics (Bohn, 2013; Fabrício, 2006; Fairclough, 2001) and education (Bacich et al., 2015; Freire, 1996; hooks, 2013). The transcription and analysis were based on the theoretical-methodological contribution of Discourse Analysis (Austin, 1990; Bakhtin, 1997) and Critical Discourse Analysis (Ramalho and Resende, 2011; Rampton, 2006; Rocha and Deusdará, 2016). It is possible to perceive some of the students thoughts converging with each other s and with my proposed pedagogy, which highlights the importance of dialogue and proximity between the participants of the class, and class dynamics focused on interaction as a type of co-production (Allwright and Bailey, 1991).