Learning to ask in the language and literature class: meanings built from the plural responses to the text

Abstract

It should be established in Language and Literature classes and a developer didactics, which activates and promotes the reflection of students as participatory subjects who build knowledge by relating what they know with what others think and contribute. Learning to ask is learning to think, and, therefore, to listen, to take opinions into account without criticizing them, in order to learn in a meaningful way. When we ask, or rather, we teach to ask, we are stimulating the understanding of the object of knowledge presented; we encourage learning to learn, to unravel what is common, what is different. For this, the phases for the development of the literary conversation that we have assumed from Dr. Isabella Leibrandt (2018) are offered, which make it possible to discover to build the textual meanings from the intention of possible questions, which serve as an epistemic axis to conceive a pluralistic classroom. Precisely, this article aims to present a text, and possible questions that students can create through their own interactions to build understanding, always from the literary conversation as the articulating axis of meaning.