Abstract:
In view of Wertsch's (1985) concept of intersubjectivity, this article focuses on the education of language professionals and develops around the following research question: Which relations can be established between: (i) what we call a gradual theoretical maturation of students under our supervision as seen in their oral and written enunciations and (ii) the development of closer relations corresponding to this institutionalized supervision between them and us?. To answer this issue, we introduce the concept ofintersubjectivity, question it, and propose its resignification on the basis of the concept of encontro by the Italian philosopher Augusto Ponzio. An interpretive approach (MASON, 1996) is used to analyze data from field journals corresponding to a language research group. Results suggest that the gradation involved in the concept ofintersubjectivity, as proposed by the American scholar, implies the condition of encontro in order to consolidate. In this context, this process triggers students' autonomy in relation to the theoretical-epistemological issues of the present area of scientific knowledge.
Keywords:
intersubjetivity; teacher education; encontro