The Child’s Language in the Dialogical-Discursive Perspective: Retrospective and Theoretical-Methodological Challenges for the Field of Language Acquisition

D.O.I. http://dx.doi.org/10.1590/2176-457348071 ARTICLES The Child’s Language in the Dialogical-Discursive Perspective: Retrospective and Theoretical-Methodological Challenges for the Field of Language Acquisition / A linguagem da criança na concepção dialógico-discursiva: retrospectiva e desafios teórico-metodológicos para o campo de Aquisição da Linguagem Alessandra Del Ré* Rosângela Nogarini Hilário Alessandra Jacqueline Vieira ABSTRACT The purpose of this article is to show when and how the dialogical-discursive approach began to serve as a basis for thinking about the language acquisition process in Brazil and abroad - especially in France. This theoretical line seeks to analyze - the speech of children starting from the discursive movements found in the relationship between the child and his or her interlocutor (other), taking into account the situational contexts, the dialogism, the constitution of the subject in the speech, etc. Thus a) we refer to the authors responsible for this approach, in a retrospective; b) we explain the theoretical aspects mobilized during the data analysis of children's speech; and c) we utilize the methodological aspects involved in this theoretical perspective. Our aim, therefore, is to discuss not only this other way of looking at children's language, but also the theoretical and methodological challenges that this approach brings to this specific field of investigation. KEYWORDS: Language acquisition; Children; Dialogic-discursive approach; Bakhtin Circle RESUMO O objetivo do presente artigo é mostrar quando e de que forma a abordagem dialógicodiscursiva começou a servir de base para se pensar o processo de aquisição da linguagem, no Brasil e fora dele - especialmente na França. Essa linha teórica busca analisar a fala da criança a partir dos movimentos discursivos que compreendem a relação entre a criança e o seu interlocutor (outro), levando em consideração os contextos situacionais, a dialogia, a constituição dos sujeitos no discurso etc. Portanto, a) faremos referência aos autores responsáveis por essa abordagem, em uma es, retrospectiva; b) explicitaremos os aspectos teóricos mobilizados durante as análises dos dados de fala de crianças; e c) abordaremos os aspectos metodológicos implicados nessa perspectiva teórica. Nosso intuito é discutir não apenas esse outro olhar lançado para a Universidade Estadual Paulista “Júlio de Mesquita Filho” – UNESP/FCLAr, Departamento de Linguística da Faculdade de Ciências e Letras, Campus Araraquara, Araraquara, São Paulo, Brazil; http://orcid.org/0000-0002-6740-9631;  Grupo GEALIN/NALíngua, Universidade Estadual Paulista “Júlio de Mesquita Filho” – UNESP/FCLAr, Araraquara, São Paulo, Brazil; http://orcid.org/0000-0001-8515-5666;  Universidade Federal do Rio Grande do Sul – UFRGS, Departamento de Letras Clássicas e Vernáculas, Porto Alegre, Rio Grande do Sul, Brazil; http://orcid.org/0000-0002-3216-6107; * 12 Bakhtiniana, São Paulo, 16 (1): 12-39, Jan./March 2021. All content of Bakhtiniana. Revista de Estudos do Discurso is licensed under a Creative Commons attribution-type CC-BY 4.0 linguagem da criança, mas os desafios teórico-metodológicos que essa abordagem traz para o campo de investigação. PALAVRAS-CHAVE: Aquisição da Linguagem; Criança; Abordagem dialógicodiscursiva; Círculo de Bakhtin Introduction The mysterious world of the language of children, from the moment it gained the spotlight of researchers, has been looked at from different theoretical perspectives, always in search of answers to many of the still puzzling phenomena that we can observe in the universe of children. Researchers that make use of the most varied theoretical perspectives and who based their studies on behavioralist, innatist, cognitive, connectionist, interactionist or functionalist hypotheses helped build these various paths and serve as a starting point for the discussions we intend to present in this article. Sustained by these sources, and adding another point of view to the topic, this article presents a paradigm shift that comes to consider this intriguing human language observed at its genesis – in the period of acquisition by the child – from linguisticdiscursive phenomena that allow us to glimpse the relationships established between language and discourse in a child's interaction with his or her interlocutor. Thus, the purpose of this article is to show when and how the dialogical-discursive approach, based on the work of Bakhtin (1993;1 1986)2, Vološinov (1976;3 1973)4 and Medvedev (1978),5 began to serve as a basis for thinking about children’s initiation into language, in the area of Language Acquisition, both in Brazil and abroad - especially in France -, and, moreover, how the theoretical and methodological issues are aligned in this perspective. This theoretical approach, which dialogues with interactionist views such as 1 BAKHTIN, M. M. Rabelais and His World. Translated by Hélène Iswolsky. Bloomington: Indiana University Press, 1993. 2 BAKHTIN, M. The Problem of Speech Genres. In: BAKHTIN, M. Speech Genres and Other Late Essays. Translated into English by Caryl Emerson and Michael Holquist. Austin, TX: University of Texas Press, 1986. 3 VOLOŠINOV, V.N. Discourse in Life and Discourse in Art (Concerning Sociological Poetics). Trans. I. R. Titunik. In: Freudianism: a Marxist Critique. Ed. I. R. Titunik and Neal H. Bruss. New York: Academic, 1976. Rev. Ed. Indianapolis: Indiana UP, 1976. pp.93-116. 4 VOLOŠINOV, V. N. Marxism and the Philosophy of Language. Translated by. Ladislav Matejka and I. R. Titunik. Cambridge/Massachusetts; London/England: Harvard University Press, 1973. 5 MEDVEDEV, P. N.; BAKHTIN. M. M. The Formal Method in Literary Scholarship: A Critical Introduction to Sociological Poetics. Translated by Albert J. Wehrle. Baltimore and London: The Johns Hopkins University Press, 1978. Bakhtiniana, São Paulo, 16 (1): 12-39, Jan./March 2021. 13 All content of Bakhtiniana. Revista de Estudos do Discurso is licensed under a Creative Commons attribution-type CC-BY 4.0 those of Vygotsky and Bruner, seeks to analyze the speech of children from the discursive movements (SALAZAR ORVIG, 1999) that arise in the interaction between a child and his or her interlocutor (self and other), taking into account the discursive and situational contexts, the dialogue (constitutive of all discourse), the relationships of empirical interaction between subjects, the constitution of the subjects in the discourse and the role they assume during communication, etc. In order to do so, a) we will refer to the authors who adhere to this approach, in a type of retrospective, presenting some research results obtained by the GEALin-FCLAr (UNESP)/NALingua-CNPq group, in Brazil; b) we will explain the theoretical concepts mobilized during the data analysis of children's speech, such as subject, language, speech genres, otherness, utterance, responsive-active attitude, subjectivity, singularit (...truncated)