T hinking about learning concepts in the classroom

Abstract

There are many theories of learning to support the teacher’s activity when he/she proposes to work on a determined lesson or concept in the classroom. From these theoretical references that circulate in the educational environments and support the teacher’s work, even if it is implicitly, we have gotten worried about the teaching process and the relationships established with and by language in learning of the concepts. In this study, we have tried to explain the movement that occurs through the interrelations involving students, teachers and knowledge. Therefore, we present the dynamics involved in the work of conceptual elaboration in which the sense produced is not always in accordance with that foreseen in the teacher intentions. This lack of convergence, however, does not equivocate the production or make it incorrect, but is part of the dynamics which characterize language and the production of meaning. To demonstrate this process, we base our considerations on Vygotsky and Bakhtin because they have the centrality of sign and language in their theoretical elaborations and they consider dialogy as a principle of human interactions.