Abstract

The main objectives of this research were to describe the nature of oral interactions occurred in the literature class in three Chilean educational establishments of the secondary school level and, especially, to describe the dialogical interactions themselves, that is, those that favor tensions between different voices or positioning against literary interpretations approached in class. Therefore, three establishments school with cofunding economic support, from parents and the State of Chile, were chosen that declared to promote critical thinking and promotion of reading in their educational projects. Descriptive statistical analysis and dialogic analysis of the discourse was carried out on a sample of 20 literature classes. The results show that the interactions that take place in these classrooms confirm international and local diagnosis, since in them the teacher dominates the interaction and students contributions are restricted. However, in one of the cases, dialogical opportunities did were offered in the contextualization phase of the literary work, which involved addressing identity issues, not so in other aspects of interpretation.