This article presents a study on the linguistic and cognitive mechanisms involved in the construction of the definition of intertextuality by a literacy teacher in training. We assume that the retextualization of written scientific and pop science texts implies the reformulation, appropriation and social representation of the theoretical objects due to the specific aspects of the enunciative context. Therefore, in this perspective, the analysis of a specific literacy event of teacher education, aiming at the teaching and learning of theoretical concepts or definitions, can be oriented by the following question: what are the linguistic mechanisms used by teachers in training at university level to make theoretical notions more familiar? Thus, this analysis aims at broadening previous findings on the social representations of theoretical terms by teachers in training. The present discussion explores the effect of oral discourses and of personal experiences on the learning of scientific concepts.
Literacy; retextualization; social representations; enunciation; intertextuality