Epistemology of written composition: Thought, metacognition and writing in the productive process

Abstract

This paper presents advances in the epistemological discussion emerging from the relationship between thought and written production. Besides, some principles alluding to the teaching practice and the student’s role are suggested, where reference is made to the teaching of written production as a reflective, permanently interactive process, which requires time and space to promote the expression of thought. In this sense, it concludes onto the significance of a theoretical construction that locates the written production in a researching context inspired by thought itself.