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Using the theoretical support of the dialogic discourse concept of interaction, the aim of this article is to show part of what the students of an Elementary School (4 grade) appropriate from the verbal interaction between themselves and their teacher in a composition lesson. I intend to investigate whether it is possible to see, in the written text, any marks of the verbal interaction occurred between the students and the teacher, observing the form in which the latter guides this interaction. The hypothesis behind this work is that the students appropriate what was stated during the verbal interaction occurred with the teacher and that this will be shown in the written text. My concern with interaction in the Portuguese class matches Moita Lopes’ (1996) words, as he says that in interaction one learns or builds knowledge in a more effective way, due to the fact that collaboration makes learning more dynamic and favors changes.

A INTERAÇÃO VERBAL NA AULA DE PORTUGUÊS: O EXERCÍCIO DA LINGUAGEM NA SALA DE AULA