Abstract

The hypothesis examined in this paper is that if digital technologies change, in general, but also in relation to the writing, the relationship between process and product, the school can and perhaps should reflect on the relationship between the practices of use and production of texts. The "provisional" writings that digital technologies allow, offer educational opportunity to be fully grasped: to make the tools used by students and their productions the object of study and of comparison with the richest and most complex productions of the tradition, in order to make the "barbarians" into conscious writers.