THE MEDIATED REVIEW AS AN INTERACTION STRATEGY IN THE PRODUCTION OF DIDACTIC DIGITAL MATERIAL

Abstract

In this article, we describe the mediated textual review as a strategy for negotiating meaning in the process of collaborative writing of digital didactic material for Distance Education (DE). We analyzed 25 web classes of the Professional and Technological Degree course, posted in the Virtual Learning Environment (AVA). We saw that review procedures, such as additions, deletion, substitution and displacement, add to the interlocution strategies, such as convergence, divergence and complementarity, and convert the production of didactic material into a unique process of textualized interaction. As a result, we have that the revision of the didactic material destined to DE is an eminently multidisciplinary process, whose main characteristic is the collaborative writing marked by the mediated interaction between peers.