This work discusses the linguistic turn of Wittgenstein and distinguishes it from Deleuze-Guattarian pragmatics, seeking to clarify the debate on educational theoretical frameworks, which it does through the epistemological analyzes of Brazilian theses and dissertations in the field of Education, written by authors who have opted to embrace the historical materialistic approach of Marxism, leading the debate to hasty conclusions about the linguistic turn and the Deleuzian Pragmatics. Clarifications are given on the ways in which Deleuze understands language and its relations with his philosophy when developing his pragmatics which is quite distinct from what is conventionally called “linguistic turn”.