Abstract

Questions such as the concept of language should be analyzed, since language should be seen as functioning linked to social interaction. The interactionist and Dialogical perspectives of language govern the theoretical presuppositions of teaching, in an attempt to modify the work with the language, thus opening space for the use of contextualized language practices articulated to the reality of the people. A traditional view of grammar teaching, for example, has shaped a rigid methodology and as we know it today, somewhat retrograde. This process, according to some of the guiding documents (such as National Curricular Parameters (NCPs), Complementary Educational Guidelines to National Curricular Parameters (NCPs), National Curricular Guidelines (ONC), National Curricular Common Base (NCCB) etc.), should be interrelated with the concept of language underlying the teaching-learning process in the context of the mother tongue classroom, and may allow reflections that provide the textual-discursive extension of the people. Within these assumptions. we seek to articulate some notions of language present in the guiding documents of teaching, such as those mentioned above.

How to Cite
SOUZA, Sweder. The Interactionist/Dialogic view in Teaching Portuguese in Brazil. Global Journal of Human-Social Science Research, [S.l.], nov. 2018. ISSN 2249-460X. Available at: <https://socialscienceresearch.org/index.php/GJHSS/article/view/2673>. Date accessed: 26 may 2019.