Scientific and spontaneous concepts, primary and secondary genres, behavioral and crystallized ideologies: Possible interrelations and educational implications

Autores/as

  • Paula Tatiane Carréra Szundy Universidade Federal do Acre

Palabras clave:

concepts, genres, ideologies, interaction, other(s).

Resumen

Bearing in mind the similarities shared between Vygotsky’s theory of learning and development and the Marxist philosophy of language proposed by the Bakhtin circle, this paper aims at establishing a dialogue between the Vygotskian concepts of scientific and spontaneous knowledge and the Bakhtinian ideas concerning primary and secondary genres as well as behavioral and crystallized ideologies. Since these theoretical constructs share the assumption that consciousness is constituted through interaction with other people in a broad sociohistorical context, I believe that thinking of their interrelations can shed light on the understanding of teaching-learning situations seen, in a sociohistorical purview, as ideological arenas where knowledge is constructed and awareness is raised. In order to place the dialogue between these Vygotskian and Bakhtinian concepts into a concrete teaching-learning situation, I finalize the discussion with a reflection about the interplay of these conceptions in virtual conversations between a student and me, which are part of a distance course aiming at preparing the pupil for her EFL college entrance examinations.

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Biografía del autor/a

Paula Tatiane Carréra Szundy, Universidade Federal do Acre

Paula Tatianne Carréra Szundy holds a PhD in Applied Linguistics from PUC-SP. She works at Universidade Federal do Acre where she teaches both graduate and postgraduate students. Her main research interests are in the areas of foreign language teaching, teacher development and genre-based studies.

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Publicado

2011-07-04

Cómo citar

Szundy, P. T. C. (2011). Scientific and spontaneous concepts, primary and secondary genres, behavioral and crystallized ideologies: Possible interrelations and educational implications. The ESPecialist, 27(2). Recuperado a partir de https://revistas.pucsp.br/index.php/esp/article/view/1630

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