This article aims to present the conversation circle as a methodological procedure in research with children. Based on a research about argumentative processes with children who are in literacy process of a public school in the state of Goiás (Brazil), we reflect on the conditions of the conversation circle mediated by dialogical reading with children. We also discuss the impact of this methodological procedure on the information produced, emphasizing the dialogic and reflective character as a preponderant factor for this qualitative modality of research. As a methodological procedure, conversation circles allow us to engage with children's voices and with childhood dialogues, which we argue to be of interest to developmental psychology. The children involved on this research were able to discuss and interact with other children’s discourse, whether it was to agree, modify their own speech, or even to disagree. Thus, we argue that the narratives produced collectively are resources derived from interactions between children, which allow us to get in touch with their own worldviews, as well as to consider the meanings that guide and regulate their actions.