Resumo

MOSTACERO, Rudy. MAKING PEDAGOGY OF LANGUAGE FROM DISCOURSE. Letras [online]. 2006, vol.48, n.73, pp.349-363. ISSN 0459-1283.

Based on the dialogical vision of discourse (Bajtin, 1982, Benveniste, 1974, and Martínez 2001, among others), I attempt to do two things in the present paper: First, an evaluation of interdisciplinary linguistic theories that prepared the birth of a discursive and pragmatic approach to language; and second, to ascertain the extent to which such theories ensure a methodological basis to support the teaching of reading and writing. This would construct a thought of language pedagogy from discourse. I will also examine how the communicative-functional approach became, after the 90s, a discursive and pragmatic approach, as well as how cognitive psychology and discourse analysis have provided appropriate models for language didactics. However, it will be necessary to demonstrate that the availability of didactic transformations will not be enough if other factors of the educational process, such as teacher training, the predominance of dictation and copies, school failure, among others, tend to prevent or postpone the necessary changes that must occur along with innovations in the teaching field.

Palavras-chave : discursive vision of language; pedagogical models; reading and writing didactics.