A construção de autoria em sala de aula

Abstract

This memorial provides an overview of the major academic and professional experiences that have contributed for my qualifications as a Portuguese Language teacher in the Elementary School until my Professional Master of Arts - Profletras/UFBA. This work focuses on a qualitative basis research entitled “The building of authorship in the classroom”, which is of ethnographic and interventionist nature, and so an approach to ethnoresearch-action. Assuming that authorship is a complex process that involves uniqueness, creation and autonomy, this study questions which pedagogical practices may be more favorable to the formation of autonomous subjects and authors in the classroom, it also analyses if the school has performed its role in the development of writing practices that have to do with situations that writers really face in their lives in the society. To this end, 26 students from the 9th grade of an elementary state school called Evaristo da Veiga took part in this research that aims to understand which teaching actions can enable the formation of autonomous subjects and authors that using the Portuguese language can mark a position in world. Research surveys (teacher and student), participatory observation during a term in Evaristo da Veiga School and a set of literacy practices around the documentary genre were used and analyzed under the light of theorists as Bakhtin (1981.1992), César ( 2011), Possenti (2009), Tfouni (2008), and Orlandi (2011). Finally, this paper is divided into three chapters that include (1) the trajectory of the teacher- researcher and the definition of her subject of study, (2) the narrative of the intervention and of the theoretical field adopted, besides (3) the analysis of the research. The obtained results reveal that the road to the formation of authors should be designed through literacy practices that enable the empowerment of these individuals who are responsible for what they say and above all have their ears speeches. The survey also revealed that for this to occur you will need to writing practices in schools cater to social demands of the students and are publicized, so that students can assign meaning to what they learn in school.