Shedding light on the conceptualization process during a Philosophically Oriented Discussion by drawing on two concepts of François: Different ways of signifying and discursive movements
This article aims to show the congruence between a pedagogical practice, the Philosophically Oriented Discussion (DVP) (Tozzi, 2012), and the conception of language based on the dialogism of the French philosopher and linguist Frédéric François. Specifically, we analyze conceptualization process as it unfolds in DVP activities. Our goal is to understand how this process can be informed by two key notions of Francois’ work: the different ways of signifying and the discursive moves that guide interpretation. Our study focuses on five DVP collected in elementary school from 10 and 11 year old students. It aims to describe the forms that the emergence of meaning takes in dialogue, through the interplay of repetition-modification and continuity-displacement, two notions that allow us to understand dialogism according to Frédéric François. To characterize the presence of the Other’s discourse in this dynamic, the linguistic analyses of Jacqueline Authier-Revuz provide a complementary reading grid.