Evaluative intonation in a Portuguese textbook from the Reading questions

• Autor(a) principal: dos Santos Bezerra, Jane Cleide
• Data de Publicação: 2022
• Outros Autores: de Oliveira Gama, Maria Geovana, dos Santos, Eliane, Simplicio Santos Rolim, Lyvia Mychelle, dos Santos, Isabela Rosa, Bomfim, José Cleisson
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Diversitas Journal
• Texto Completo: https://diversitasjournal.com.br/diversitas_journal/article/view/1446
• topic: elementos axiológicos; leitura dialógica; ensino fundamental

This paper is affiliated to the field of Applied Linguistics, aiming to understand how the evaluative intonation supports in the construction of answers to the reading questions. These are partial results of the research, carried out through PIBIC / UNEAL-FAPEAL / 2019, under the responsibility of the Research Group Language, Interaction and Use - Linterus, in which it is intended to highlight that the evaluative intonation when considered in classroom, contributes to the realization of the act of reading. In order to address the intonation in reading questions, a model activity in a Portuguese textbook, referring to the PNLD / 2020, from the 6th year of elementary school, was used. As a theoretical-conceptual basis, it is anchored in the studies of the The research is underpinned in Bakhtin Circle, specifically, in Bakhtin (2016[1975]; 2014[1975]); Volóchinov (2019[1926; 1930]); Medviédev (2016 [1928]) and interlocutors such as Sobral (2009), Menegassi (2010); Fuza and Menegassi (2020). As a result of this study, it is pointed out that the evaluative intonation contributes to the elaboration of answers to reading questions and that the concept can be used as an element that favors the construction of meanings and supports in the development of student-reader autonomy.