The concept of epilinguistic activity in socio-interactionist and constructivist pedagogical-curricular propositions for alphabetization
DOI:
https://doi.org/10.5007/2175-795X.2025.e98671Keywords:
Alphabetization, Linguistic Analysis, CurriculumAbstract
In the 1980s, Brazil produced several concepts of language and proposals for teaching and learning language in an academic-scientific context. Pedagogical-curricular discourses then appropriated these concepts and propositions to produce proposals for teaching Portuguese in elementary school. This study, based on the conceptual framework of French discourse analysis, aims to characterize the effects the competition between different theoretical-methodological propositions produces in the constitution of alphabetization as an object of pedagogical-curricular and academic-scientific discourses, observing their interconstitutive relations. The material analyzed is the Curricular Proposal for the Teaching of Portuguese Language – 1st Grade, a document that represents the interdiscursive processes in Brazil. Given the centrality linguistic analysis has occupied in the proposal to reconfigure Portuguese language teaching in primary schools since the 1980s, this investigation focuses on the concept of epilinguistic activity in the ways in which it has been appropriated and the effects it has produced in the analyzed pedagogical-curricular proposal, which brings together a socio-interactionist perspective, studies on the psychogenesis of written language, and a Culiolian enunciative conception of language. Results show that the concept of epilinguistic activity, appropriated on a socio-interactionist basis according to the semantic rules of pedagogical-curricular discourse, constitutes a device that makes it possible to reconcile conceptions of subject, teaching, and learning that epistemologically diverge from each other in principle.
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