摘要：This article sets out to present the results of a doctoral research (2011) on the theme of dialogical reading. It deals with the reading of classical literature to enhance learning and make connections with life. Analyses being undertaken nationally in the field of advances in reading and writing have been included in order to broaden the debate. The research was initially pioneered in two public school classrooms in the State of São Paulo, using the communicative-critical methodology as a guideline, based on the analysis of reality in partnership with the subjects. The results highlight the positive impacts of a dialogical reading on teaching practices in the context, and in children’s learning in the classroom.
其他摘要：This article sets out to present the results of a doctoral research (2011) on the theme of dialogical reading. It deals with the reading of classical literature to enhance learning and make connections with life. Analyses being undertaken nationally in the field of advances in reading and writing have been included in order to broaden the debate. The research was initially pioneered in two public school classrooms in the State of São Paulo, using the communicative-critical methodology as a guideline, based on the analysis of reality in partnership with the subjects. The results highlight the positive impacts of a dialogical reading on teaching practices in the context, and in children’s learning in the classroom.
