TEACHING HOW TO WRITE IN LIGHT OF THE ENUNCIATION THEORY: A STUDY OF THE PROPOSALS OF GUEDES (2009)

Abstract

This article analyzes Guedes’ (2009) proposal for teaching writing considering Benveniste’s theory of enunciation (2005; 2006; 2014), to identify similarities and differences between the two authors’ conceptions of writing and to reflect on the implications of adopting an enunciative conception of writing for teaching. To do so, I first present Benveniste’s theory, emphasizing the categories of person, time, and space in enunciation, as well as the pair form and meaning. Then, I examine Guedes’ (2009) proposal for teaching writing to identify the concept of writing that emerges from the work. The analysis shows that Guedes’ (2009) conception of writing aligns with the enunciative view by emphasizing meaning-making and interlocution in the writing process. I conclude that an enunciative conception of writing enables a reflective and subject-oriented approach to teaching.