A construção da autoria em textos de alunos do 7º e 8º anos do Ensino fundamental: a pontuação no gênero memórias literárias

Abstract

This dissertation – built on the Language and Education field – aims to provoke reflections about the necessity (and the urgency) of the notion of authorship to be seen as a principle of writing, as a school object – an object to be ¨taught¨ - , inside a literate environment. From this, the comprehension of form as a student becomes author of what is written is a great important factor for the development of his discursive competence. The achievement of this competence is shown as an essential factor inside the teaching and learning process. And its acquisition happens in several levels, since the constitution of the student a reader to the interdisciplinary work among the most different knowledge areas studied in the academic environment. To bring, therefore, not only the pedagogic action to the center of the debate, as well as the teaching training is decisive so that the educative processes concerning to dissemination of good textual production practices of school is always present and in Constant vitalization, in order to the students constitute themselves as authors-students of their own enunciative processes. More than in any other era, nowadays it is important to be done a theoretical- reflexive discussion concerning the writing notions, author and authorship as the objective of reflecting about the probabilities of working with the authorial writing and the construction of individual- author in the school environment. For this purpose, the works of Roland Barthes, Michel Foucault, Mikhail Bakhtin, Sírio Possenti and Eduardo Calil give form to the discussion between, writing, author(ship) and teaching, that builds a notion of authorship and individual- author proposed in this work. The dialogue with four text productions of students from Basic Education of brazilian public schools – more accurately with the texts of Literary Memories genre produced, in 2014, to the Portuguese Language Olympics Writing the Future (PLO) – demonstrates how comes the authorship construction, in seeking the understanding of how the students constitute themselves as individual- authors of what they announce, inside the school, using the punctuation sings, from the orientation of the didactic material from PLO and the mediation of the teacher work. The results shown how the writing question, in school, expresses a singular experience of an individual who becomes an author exactly when passing through it, letting themselves embrace and to be embraced by the writing experience, especially in the face of a serious work of textual production. The more the students appropriate themselves of the writing competence, the more they leave marks of their subjectivity (and authorship sings) in the texts they produce. And, to make it happen, the writing, inside the school, must be promoted, as it happens in PLO, from connected actions to subjective and singular experiences of the writing process of texts from the most diverse discourse genres – enabling, this way, the establishment of authorship and the constitution of the individual- author.