COMO SI FUESES OTRO.

This paper explores the problem of the describer's distancing from children between 7 and 9 years old in school context. The pupils produce descriptions for a photo where they are involved in the scene. Five hundred and fifty-two texts and forty records of classes were analyzed. The categorization of the texts considered the grammatical mares left in the text. The presence of the author in the photographed scene does not seem to affect the way of solving the problem whereas the age constitutes an important factor. Some specific interventions developed by the teachers would also have effect in the adjustments which were required, as well as the practice of revising the already produced text. The micro-didactic analysis of the records allowed to notice that the way Of presentation of these problems by the teachers can be different, even if it was planned in the same way. At the same time, the ways in Which the children seem to understand the problems also differ, even when apparently they are dealing with the same thing. These different ways of presentation and different assimilations by the pupils are described. [ABSTRACT FROM AUTHOR]