Marx, Vygotsky and Freire: methodological discussions on the role of language in social transformation

Peter E Jones, Maria Cecilia C Magalhaes


This paper offers a Marxist grounding for a liberatory, criticalcollaboratory dialogic praxis in educational contexts and examines the implications of such praxis for an understanding of the potential role of the school as a site of critical thinking. Aligning with Stetsenko’s ‘Transformative-Activist Stance’, the discussion centres on clarifying the methodological rationale for approaching language as a means of cultural action and social transformation based on Marx’s materialist conception of history and the educationally based dialogical approaches of Vygotsky and Freire.


critical-collaborative language; transformative action; dialogic praxis; materialist conception of history

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Revista Delta-Documentação e Estudos em Linguística Teórica e Aplicada ISSN 1678-460X