The child in the literacy process: when the child theorizes life lived through language

Abstract

In this work we point out implications of the world of life (daily acts) and culture (social practices) from the perspective of the child at the time of discursive experiences, when he is embracing formal teaching instances. The dialogical approach to language dealt with by Bakhtin and his Circle are references for the reflections discussed here, opening ways to listen to the child's voice, in what it has to say – and does say. Ginzburg's evidential paradigm was the basis for the search for possible traces of the production of meanings. It is analyzed, in particular, Lucca's experience when challenged to write a poem, knowledge mobilized in the school sphere and outside it. When faced with a clash of voices (his teacher, his mother-researcher, authors of books (writing), oral narratives), the literacy student positions himself discursively in front of the other and through the memory of life lived in great time, theorizes about the learning genres, following and reversing rules by the criterion of its creative understanding of the dialogic relationship and through fantasy, humanizes the act of living together.