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This study aims to investigate the construction of written textuality in didactic-pedagogical situations. As theoretical support, it relies mainly on the principles of Textual Linguistics regarding the pragmatic factors of textuality construction, namely: intentionality, acceptability, situationality, informativeness and intertextuality, seeking the necessary pedagogical contribution in the Cuban theory of Professional Pedagogy. The methodology is basically empirical-experimental and mainly uses questionnaires and pedagogical tests. In conclusion, at least two factors decisively interfere with the quality of the texts produced by students in the classroom in terms of textuality: the organisational form and structure of the production proposal presented to them and the methodology used in the teaching-learning process. In this context, some considerations and suggestions are made that may contribute to teachers' daily work in the classroom with regard to the production of written text.