O papel do professor de LM no desenvolvimento da compreensão ativa em contextos de leitura

Abstract

The present paper is a reflection about active responsive comprehension within some reading contexts which configure a report from experiences taken among high school teaching course graduating students from a government school in the city of Maceio. From Zozzoli´s reflections in 2002 that states that it isn‟t common to verify an active responsive attitude within school context. We aim to identify factors which contribute or not the development of active comprehension inside Portuguese language and to relate pedagogical intermediations that can be favorable or to develop this kind of comprehension. Taken as theoretical support the concepts from Bakhtin/Volochinov (2006), Bakhtin (1998, 2003) and his circle to make a track for observation and intervention towards a interpretative research perspective (MOITA LOPES, 1996). From data analysis one can conclude that an adequate methodological attitude of mother language teacher underlying a concept to language and dialogical reading can change difficult factors to active comprehension to possibilities to the development and improvement of this kind of comprehension.