ABSTRACT
In this paper we intend to understand how each teacher does, in his own way, his teaching activity in higher education. For this, we put in evidence the style issue in teaching practice and discuss how that subjective characteristic, which belongs to the genre of activity, relates to human development. The data were produced by means of the self-confrontation method, and the analysis was carried out according to the Clinic of Teaching Activity theoretical reference, which draws on the bakhtinian and vygotskian perspectives. The results reveal that style works as repair/recreation of the genre of activity. This repair/recreation activity can be defined as stylistic retouching motivated by attempts to overcome difficulties that emerge from the concreteness of the teaching activity.
KEYWORDS:
style; teaching activity; development