Analysis of teacher-student verbal interactions: implications for the construction of a reflexive discourse

The present article seeks to analyze how the teacher interacts with the students and the implications of these interactions for the construction of a reflexive discourse, by means of the analysis of the interactions described by Flanders and the types of questions defined by Carvalho (2012). The data presented and analyzed come from the verbal interactions between the teacher and his students, that occurred in a High School Chemistry class, registered by a student in the Supervised Internship subject. The elaboration of the analysis system made it possible to identify the influence of the participation of teacher and student during the lesson in the construction of the reflexive discourse. Thus, we find that the fact that the teacher does not provide the necessary time for the students to intervene during the class, characterizes his discourse as a discourse of authority constituted mostly by rhetorical questions, inhibiting student participation and the exchange of meanings in a process of negotiation. On the contrary, we argue that the more the teacher adopts questions of greater cognitive demand, allowing time for the answers and with the pedagogical interventions of the teacher through other questions or explanations, the interactive contact is promoted for the construction of a more reflexive discourse