A prática de pergunta/resposta em sala de aula: leitura/interpretação do aluno ou do professor?

Abstract

This paper aims at analysing, in a discursive perspective, the asking/answering practice in an adult students alphabetisation classroom in which pedagogic intervention took place. Pursuant to the concept of interpretation as being language constitutive and that every subject interprets, the analysis conveys that such a practice of opining and didactic questions made by the teacher tends to guide the student's reading/interpretation according to the teacher's reading/interpretation.