Cognitive Linguistics in the classroom: possible forwardings

Abstract

The article aims to present the assumptions of Cognitive Linguistics as viable tools for the analysis of pedagogical practices in the classroom. Based on the initiatives of Alves (2005) and Gerhardt (2006), we argue that the analysis through cognitive concepts such as frame, joint attention scene, construal, ICM (idealized cognitive model), mental spaces and categorization is a contribution to improvement of teaching practices and of the understanding of the teaching and learning processes in the different disciplines pervaded by languages. In this bias, we also present some perspectives for the study of Cognitive Linguistics as a basis for analysis of pedagogical practices and also for the production of protocols and didactic materials aimed at the development of reading, writing, speaking and listening.