Abstract
This article, in a theoretical-conceptual research report format, aims to discuss the relationship between the Marxist-based philosophy of language adopted by the Bakhtin Circle and the Bakhtinian principles on human activity, language, and the enunciation processes; and to identify the contributions of this dialogue to teaching practices in literacy. Such relationships highlight the social and ideological nature of linguistic signs and dialogical interaction as a reality of language. This shows the need for literacy practices in interdiscursive contexts betting on genuine ways of teaching and learning, from contextual and diverse didactic strategies. It concludes that, in the field of literacy, having a philosophical, political, and ethical position that guarantees a unity of principles and not a uniformity of proposals, which enables inclusion for social equity, is necessary.
Keywords:
language; writing; speech; literacy