Abstract

REQUEJO, Isabel  and  TABOADA, María S.. Children´s word authorship: an inalienable human righ. Cuad. Fac. Humanid. Cienc. Soc., Univ. Nac. Jujuy [online]. 2002, n.19, pp.63-82. ISSN 1668-8104.

Domiant policies, imposed in America for over five hundred years have systematically tried to overwhelm this human right inalienable to dominated sectors. That is why up to know the right to be recognized as author of the word is "a privilege to which only dominant classes have access and it is intrisically linked to the official of officialized writing". One of the most powerful tool of control of the word authorship has been formal education. The word social authorship understood as a dialectic process, intra and intersubjetive constitutes at the same time, a basic condition of human communication, and an indispensible support in the configuration of the subjectivity and the individual identity as well as the social one. The positive appraisal of the childs, native language constitutes an indispensable pre-requisite for the language thought and authorship development. In this paper we put into consideration the result of our research destined to design communicative strategies that favour an autonomous subjetive position that may contribute to the children´s thought development as well as to streng then linguistic intergenerational bridges that could operate as identity and cultural support. This piece of research work has been done by an interdisciplinary team in two provinces (Santiago del Estero y Tucumán) between the years 1995-1999 in sub-urban kindergarten schools of an unfavourable socio-economic condition.

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