Science as Languaje: From Context to Text and From Text to Context
DOI:
https://doi.org/10.28976/1984-2686rbpec2023u11671184Keywords:
language in science teaching, legitimization of knowledge, textual forms and contextAbstract
In this paper, we seek to establish some relationships between Halliday's Systematic Functional Linguistics, Bernstein's Sociology of Education, and Maton's Legitimation Codes Theory to reflect on the role of language in the description and practices of science and its manifestations in different school subjects. In the three perspectives presented, we identified that the acquisition of language can be seen as a process of learning to express meaning and that it is through considered language in its functioning, in addition to its communicative dimension, that the readers and writers are constituted through their speeches that are full of ideologies. Discourse, however, is conceived as a place where social practices are materialized in language.
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