A escrita nos anos iniciais: percursos e percalços - reflexões sobre a autoria a partir das práticas de produção escrita de alunos do 5º ano do ensino fundamental

Abstract

This dissertation is based on the French Discourse Analysis theory and is based mainly on the studies of Michel Pêcheux (1997) and Orlandi (1996, 1997, 2001, 2007 and 2011). The thematic that permeates the investigation deals with the constitution of the authorship in the Elementary education. Theme moved by the objective of analyzing how the school treats the question. In the course of research, we chose from the beginning to put on the scene the subjects involved in the process. This meant organizing the analyzes at different times so that it was possible to look at the total conditions of production text in the school. The course, therefore, moved the corpora harvested to attend to different stages, all aimed at raising the answer to the question: what are the conditions of enunciation of the children in the school regarding the practice of constitution of the authorship? In other words, what has the school done to enable the child to assume the subject-author position? In view of the above, the research organized, first, a discussion about the school defined as an important Ideological Apparatus of the State (ALTHUSSER, 1985). Considering this condition as a backdrop, we present, next, the reflections around the pedagogical discourses that enter the school universe in the voice of the official discourses and are shown traversing and constituting the discourses and practice of the teachers. It is important to emphasize that from this moment the research delineates a first frame that points to the limitations regarding the procedures in relation to the practice of textual production, limitations that are evidenced in the chapter of analysis referring to the referrals of the teachers. Once this course has been completed and the first one is understood, we are going to analyze the texts of the students resulting from the referrals. The work that is presented at this moment was oriented with an objective that was put in the course of the research: we perceive that the students say, although weakened by referrals little committed to the perspective of authorship. And we try to show this through analysis. Thus, the condition of authorship as defended is evidenced in the sense that it does not signify an inaugural act, but a movement of meanings on the part of a subject and his conditions of production. When we leave for closure, we present the didactic-pedagogical routing that represents, at that moment, the result of the certainties acquired through the study, that is, that for to say it is necessary to give conditions to the students. A condition that is materialized by a teaching practice involved with reading and reflection, in which the space for the student to say is valued as a space for the constitution of authorship.