TEACHER TRAINING AND CLASS READING WORK FROM A DIALOGICAL PERSPECTIVE

This article introduces the analysis of a reading activity carried out by a teacher of a 9th grade Elementary School class, in a public school in the city of Belem, Para. The work was in the diagnostic research phase and was developed in the light of Applied Linguistics, based on the theoretical assumptions of the Bakhtin Circle's researchers. It also aims to verify the presence or absence of signs of evaluative aspects and promoting interaction between reader and text included in the activity. The results show that, although there are signs of evaluative aspects in the activity carried out by the teacher, there is a need for a systematized study for a theoretical-methodological basis on reading from a dialogic perspective and guided development of reading activities in this same vein.