Autoria e produção de sentidos na escola a partir da perspectiva discursiva de ensino de língua

Abstract

This study seeks to initiate and encouragereading- and writing-related activities in the primary-school classroom as a form of socialization. These activities constitute a discursive corpus through which authorial characteristics can be analyzed on the part of the students. I begin from the premise that the materialistic function of language is not merely linguistic but indeed linked to the individual's Society and the mode of production of discursive processes. According to Pêcheux (1988), the most coherent explanation for this phenomenon is that the strictinter pretation of a text does not exist in of it self, but is defined by the ideological positions developed over the socio-historical course of its production. That is, such discourse comes from memory exposed to the effects of socio-historical events, which leaves it susceptible to concomitante standardizations and de-standardizations of enuncations and in which meaning is constantlyre-evaluated. Furthermore, i intend to show how, when and if authorship occurs in the texts of students in primary school (escola fundamental II), particularly in reading and writing practices, in addition to how we learn to identify meaning derived from articulations between enunciations in both written and spoken discourse. The intente is to emphasize the effects that Discursive Analysis can have on teaching practices, and consequently on reading and writing exercises in schools. Folk tales with in both indigenous and afro-brazilian culture initiate the analysis, as a form of regaining often-silenced form sofknowledge and values. These peoples' histories were overlooked when non-indigenous and non-africanauthorities sought to distance themselves from this knowledge, a pattern to be seen in several discursive subjects and how this discourse is disseminated in schools. The data analysis, with a descriptive-interpretative nature, was based on the theoretical-methodological approach of the Analysis of the Materialist Discourse, specially on the following concepts: (1) Pêcheux's (1999) notions about the role of memory in the discursive production of meaning, (2) in the reflections of Mariani on language and linguistic-social diversity (MARIANI, 2016a, 2016b), in the studies of Orlandi and Other researchers about the practices of reading, writing and authorship (INDURSKY, 2001, 2010, 2011a, 2019; LAGAZZI-RODRIGUES, 2017; ORLANDI, 1987, 1999, 2017).