Discourse, text and educational context: the didactic mediation

Abstract

Taking as fundament the principles of the “theory of the area of potential development” from Vygotsky (1979) and conceiving the relationships between thinking and language as different processes, parallel, but mutually capable of being influenced, it is discussed the interacionist understanding of language that values the reflection, the adequacy and the discursive competence at the school field. Conceiving that the language is a way of action of a subject on another, the place of constitution of the social relationships, where the speakers of the language become subjects, it is searched to reflect about the need of a didactic on language teaching that encourages the students, as listeners-authors, to assume the control of their process of textual and discursive construction.