The article analyses the work of mediation carried out by the researcher during an activity of rewriting a news item by a student of a 6th grade project, labelled as a failure according to the fatalistic vision of the school community. Thus, it investigates the possible implications of the assumption of the notion of the discursive genre as a semiotic instrument of mediation for the learning and development process. The theoretical framework for the investigation derives from two fields of knowledge: educational psychology and language studies. The results of the research reflect the possibilities of subverting school exclusion through the mediation of activities of textual production.
discursive genre; literacy; rewriting; socio-interactionism
