The forms of teacher intervention in the student's text and construction of intersubjectivity

Abstract

It is known that, in most cases, text production in the school environment is mostly formed by an artificialized discursive process, and somehow empty in terms of intersubjective interaction. The student writes to get a grade. The teacher corrects it to give a grade. This summarizes the interactional purpose triggered by the production of enunciation. Such perspective falls short considering the primary objective of the school: to develop the discursive competence of students effectively through writing and rewriting practices mediated by the teacher. Hence, in the light of concepts by Benveniste (2005) on the subjectivity in language, and by Bakhtin (2003) about enunciation/text as discursive communication units, the forms of text corrections listed by Ruiz (2010) as teacher intervention strategies in the student's text were analyzed in order to discuss the writing and rewriting process on an expository approach. The analysis shows that, depending on the intervention strategies used, different degrees of interaction are established, and, in some cases, almost erased.