Cooperation and control in teaching : the evidence of classroom questions

Abstract

In this paper we analyze the teacher-student interaction in two classes, taking as a unit of analysis the teacher's question. We have tried to determine the ways in which the asymmetry of the pedagogical event manifests itself in the pedagogical question, which is considered constitutive of teacher-student interaction. Through a pragmatic approach based on Mey (1985, 1987), we discuss the implications and consequences for teaching and learning of two teaching styles commonly used in Brazilian primary school: the textbook-centered approach and the teacher-centered approach.