In this article, I take the traditional concept of context, conceived by Malinowiski and discuss the parameters of this functional category, not only in terms of its exteriority but its association with internal cognitive models. Critical discourse analysis focusing on the language as a social practice is my theoretical passport, and teaching discourse is the object of my analysis and reflection. By searching for the explicit competition between cognitive and interactional motivations inside the classroom, I aim to show the strength of words in the"experience"or model that one carries within oneself, something which must be cosidered during pedagogical action.
Context; Cognition; Interaction; Discourse Analysis