A study on language, attention and school practices: inattention or cycling focus attention

Abstract

Attention infiltrates the framework of in two ways: one of attention itself as part of our higher mental processes (cf. Luria, 1991c), whose concentration seems not be so lasting, and, in the form that nature provides unregulated, pathological and becoming known as attention deficit disorder with hyperactivity (ADHD). In the literature, especially in literature related to ADHD, inattention is often mentioned as if it was changed in a vacuum and not as always having been there and, as part of this attentional process, but in another focus than the ideal expected. Along these lines, before addressing the pathology, or inattention itself, the question should be: What is attention and how does it work? In order to respond this question, I present different concepts of attention, proposed by several classical authors, which, in addition to the literature review, is justified as a revival historically consisting of the concept of attention. In this sense, born of the essence of ideas and metaphors (free theoretical implications) of various authors that have addressed the attention throughout the history, in conjunction with the contributions of Discursive Neurolinguistics, the model presented here, which includes the cycle of attention process, suggests inattention as a myth, or as a matter of perspective. This model is very close to the view of the metaphor of attention as a dotted line, proposed by Vygotsky, as despite being dotted, it is still a continual line which can be compared to constant change of focus.

Key words: language, attention, inattention, school practices.