AUTOBIOGRAPHY IN THE CLASSROOM: A DISCURSIVE PROCESS OF AUTHORSHIP

Abstract

The search for a writing’s practice, different from that traditionally carried out in the first grades of Elementary School, motivated the realization of a teaching project involving reading, interpretation and written production of different textual/discursive genres. Among the texts produced, the autobiography was the genre that motivated questions and reflections about the authorship process in the production of student as subjects. This article then reflects on the discursive process of authorship, specifically in the autobiographical texts produced by 4th grade students of a public school of Rio Grande city - RS. The research that has as theoretical and methodological framework the French Discourse Analysis aims to understand the processes that lead students like texts’ producers to constitute themselves as subjects through the discursive functioning of reading, interpretation and authorship. Attentive to the challenges ideologically imposed by the Pedagogical Discourse (ORLANDI, 2011), our proposal is, through this work, to launch a new look about the linguistic-discursive materiality of the texts produced in the classroom. It is because we believe that the school by placing itself as a space for circulation of different discourses creates opportunity for the subject-student to become her/himself a subject-author, especially when s/he assumes a position in front of the different ways of saying.