Reading questions: an interaction perspective approach

Abstract

The objective of this text is to analyze a class proposal about reading questions based on the interactional perspective of reading for high school students in order to verify if these questions provide the reader-text-author interaction. Therefore, we briefly present different reading conceptions, their characteristics and critical, and a reflection on the reading questions as a class exercise for assessment and work with reading in the classroom. Then, we describe the methodological procedure of preparation, sequencing and application the list of questions for thirty-three students from the first high school grade in a private school in Paranavaí-Paraná. Finally, we analyze the answers given by five students. The results of the analysis show that the questions in the questionnaire allow reader-text-author interaction, and the student´s answers for the textual answer questions can vary, depending on the interaction text-reader; in the inferential answer questions, it was noted that there is more difficulty in inferring meanings, which makes it more complex, and that the new data in the responses comes from the interaction of text information with prior knowledge of the student (inference); in the interpretative answer questions, it was found that although demanding more subjective answers, it still requirement that the student has understood the text so they can associate it with other facts / events of life.