An analysis of the child's voice and their rights in school language interaction

Resumen

This paper explores and analyzes the expressions of language which materialize communication in the scope of children’s education classes.

Language interaction becomes more important than the planning of contents and is materialized in communicative dynamics inside the complex process of socialization developed in children's education as the first step of the formal educational system.

The analysis presented is focused on different expressions of language in the school environment and tries to understand the intricate network of meanings and senses shaped in this communicative interaction. We analyze the influence of teachers‟ intervention in their pupils‟ learning, with the intention of understanding explicit and implicit purposes and contents and thinking of alternatives where language could „escape‟ from some pedagogical controls.

Also, we analyze the relation between these discourses and the educational practices which have children in kindergartens as their protagonists.

The main purpose of this paper is to contribute to the consideration of language beyond its connotation as a communication and teaching-learning instrument. We believe language should also be considered as a constructor of social relations in Preschool Education and with a relevant influence in the competences of participation that children develop and the guarantee of their rights.