Teaching and learning processes, argumentation and social languages

Abstract

The article aims to discuss a discursive approach of the teaching and learning processes of the school written language. Using Bakhtin studies as reference, the article deepens the theoretical reflection arguing that enunciating is arguing, despite the fact that Bakhtin had not developed such idea. Both dialogical principle and social language categories are key aspects to argue that the enunciation discourse movement of knowledge areas dealt at school is, therefore, argumentative.