From spoken interviews to written accounts: historicity of verbal interactions

Abstract

In this research, based on dialogical conception of language, on linguistic-discursive studies related to written heterogeneity, on studies of discourse associated to French Discourse Analyses and on ethnographic researches that recognize the multiplicity of literacy practices in different social contexts, we investigate the historicity of verbal interactions observed through the linguistic-discursive marks. These marks were inscribed in writing accounts of two children from elementary school, after interviews with their parents about the memories they keep from the gestation to the first three years of life of these children. Results corroborated the importance of personal writing as a significant and motivating practice for mother tongue teaching and learning.