This article consists of a partial report of our doctoral research, within an ethnographic approach. We investigated the process of continuing education of high school teachers, from the public school system, who adopt the short story genre as their study subject in their teaching project. The literary text is analyzed based on Applied Linguistics and the Sociological Theory of Language, revealing the several dialogic movements in the dynamics of verbal interaction. Understanding the dialogue implies observing these forms and how they are perceived, and as they take on a role in language, they may influence in a regulatory, stimulating or inhibiting manner, the development of susceptibility to appreciative apprehension, whose field of action is precisely defined by the dynamic interaction of the two dimensions involved in the narrative context: the discourse to be transmitted and the channel used to transmit it.
Short Story; Dialogism; Discourses
