This paper discusses children's interactional processes in terms of their mediation in the production of knowledge and subjectivity. Discoursive activity is conceived as a semiotically mediated process which integrates action and language, constituting a space of construction of shared knowledge. This discussion is based on Vygotsky sociohistorical theory and Bakhtin's theory of language, particularly on three specific concepts: semiotic mediation, zone of proximal development and dialogism. The argument focuses on themes of language and the processes of cognitive development and subjectivity. Language is understood on terms of the nature of interaction as presented in the theory of enunciation. Cognitive development and subjectivity production are viewed as a result of children's interchanges within their historical and cultural environment, that is, language, development and production of subjectivity are conceived as social constructions.
Interactional processes; semiotic mediation; zone of proximal development; subjectivity; dialogism