Dialogue opportunities to build literary sense: Oral interactions in a literature class of third year secondary school

Abstract

The following research has the objective of understanding the nature of dialogue opportunities in a literature class, based in a Chilean school. The description of opportunities, especially dialogical, was emphasized throughout the research. The case study presents a sample constituted by eight classes of a literature didactic unit, at a Chilean course of third year high school and by six interviews to the students of the same class. Conclusions exhibit that there was exploratory speech predominance, as well as spaces where students could ask questions to their teachers and peers. In relation to dialogical opportunities, these were characterized by the choice of specific interactions, for example, formulation of divergent questions, presentation of problems, and the capacity to tension the students academically and in the identity sphere.