This paper lays the foundations of a discussion about Cognitive Semantics' possible contributions to the writing of explanatory paraphrases on type-2 dictionaries. After an evaluation of the pedagogical dictionary typology proposed by the Brazilian Ministry of Education, we concluded that the parameters stipulated then are too loose. So it is difficult for type-2-dictionary users to have a functional reference work. Such lack of trustful parameters entails a poor adequacy of the dictionaries concerning their users, especially in the semantic commentary field. Bearing in mind that the problems verified in the explanatory paraphrases of three type-2 dictionaries suggested by the National Textbook Program (PNLD), and accepting that a theory of lexicographic definition should be supported by three axioms, we suggest some Cognitive Semantic principles that could be useful to the conception of definitions proposed to children.
pedagogical lexicography; explanatory paraphrase; cognitive cemantics
