Thought and language: interactive and dialogical perspective into the classroom

Abstract

Based on the theoretical references for guidance leaving the thoughts of Bakhtin, Vygotsky and Wallon, this article examines the concepts of thinking and language, verbal interaction, dialogism and dialogue, considering its implications in the classroom. Focuses on the verbal language as an exercise of social interaction and mediator between the individual and social. Believes that by learning to speak the subject also learn to think, and that every word spoken is the revelation of the experiences and values of their culture. The complex thinking is the means of access to the re-connection of knowledge, because it opens the possibility of dialogue between the different views of the authors investigated in this work. Objective enlarge and enrich the discussions on thinking and language in interactive and dialogical relationship in the classroom, in favor of the teaching-learning and the promotion of student and be subject sociohistórico and culture. The study was conducted using methodological procedures of the literature search looking for the perpetrators socioconstrutivistas the reasons that explain the relationship thinking and language. The results indicate that the design contains dialogical nature of social production of ideas and texts, based on a concept of that dialogue is the building block of language, established through the verbal interaction between the subjects. Keywords: Thought. Language. Verbal interaction. Dialogue. Classroom.