CONSTRUÇÃO DO CONHECIMENTO NAS AULAS DE LEITURA EM LÍNGUA MATERNA: ESTRATÉGIAS INTERACIONAIS INDICADORAS DE RESPOSTA CERTA

Abstract

In this paper, the role of teacher’s questions in classroom interaction is discussed. In spite of their importance to the development of pupils’ principled knowledge, questions are generally used to provide cues for the students’ answers. As a consequence, the main function of questions (that is, to help students acquire knowledge) disappears. This research is based on an ethnographic analysis of classroom mother tongue interaction. The analysis shows a great incidence of such strategies pointing out the implications for the construction of knowledge in the classroom.