Appropriation as a Collective Production into Activity and Internalization as a Result of this Activity: an Example of Elementary Algebra in the Classroom

This article aims to discuss a possible distinction between the term appropriation and internalization. The first term is based on the contributions of Bakhtin and the second on Vigotski's contributions. The first term is advocated as the process in which knowledge is produced from a dialogical perspective; the second is defended as the result of problematization of the current discourse. To this end, we used an argumentative model of predominantly analytical nature. The target content of the speech consisted of a fragment on elementary algebra in the classroom. The results showed that this distinction is relevant and can find an echo in the work of two authors.