Philosophical approach to literacy

We find that many literacy can act with purpose and belief that they are literate in a contextualize way, as a consequence. When working with text as the unit of meaning, a word that produces meaning and belonging to a socio-communicative can be understood as text, and still be under the student's reality, because ultimately the product that "supports" the word there is an explicit social belonging in the world and is known to the student.

But in this example, context and text support are mixed. Confused because the teacher leaves a gap between intention and action. The teacher wants an actual text to relate to the reality of the student but does not go beyond the image, does not reflect the product and human relations. And what could the prospect of teaching by text, allowing an extension of the senses in the apprehension of the social, living and changing language, comes to define itself as something static and dead. That is, the language in petrified object, in the product.

Following the thinking of Bakhtin (2003), which is different than many theorists and linguists have argued (and still defend his followers) do not acquire language, mother tongue, especially. When we are born, the language already existed, so someone who preceded us in the course of human history already invented. And try to understand, learn (and teach) the language that requires entering a living stream of language, speech, grasp it in its nature, primarily in the social relation, to, from there, to form our conscience by the word. Otherwise is to say that our consciousness is not confined to writing. Thus, our universe, our consciousness develops only because we have a universe of words, signs, and translate that form our thinking, refracted reality of linguistic communication in dialogue. Therefore, the essence of language is not "reducible to individual creation of the individual" (p. 270).

Proposals to be developed skills in foreign languages in high school

·        Year 1: Reading, writing and oral communication practice.

·        2nd year: Reading, writing and oral communication practice.

·        3rd grade: Reading, writing and oral communication practice.

Where we propose worked for three years in high school. The work should be read in continuity, although with a change in perspective, we also see that some schools or regions may enhance the development of reading in the third year, to help students in the proof of the entrance exam.

Along these lines, we noted that the words, linguistic signs, which represent the intentions of marked moments in the speech, the meanings of the signs themselves,  suffer from the refractions of the listener / speaker in that it reflects the social reality. 

Conclusion:

In view of literacy that the dialogue is beyond the static product and ready - and here we also understand the language and not just the marketing product - opens the condition to allow the entry of children into a world of letters and symbols marked by its own refractive index, ie, how the student can perceive and react to what is presented to you. We are not dealing here about the transformation that the language suffers in its physical aspect, phonetic, due to the particular mode of utterance of each speaker, the looseness of articulation generation, or the mental representation of a part of the lexicon by the listener in relation to the word heard (Lemle, 2002, p. 45-61). Instead, we are talking about the apprehension of the meanings of words, the seizure of the complete expression that produces it and this is the conclusion of our this article. Thanks for reading.