A (NÃO) CONSTITUIÇÃO DA FUNÇÃO-AUTOR EM PRODUÇÕES TEXTUAIS DE ALUNOS DO ENSINO MÉDIO PÚBLICO EM ARAGUAÍNA/TO

Abstract

In this study, we investigate, based on French and Brazilian Discourse Analysis (DA), the processes through which the author-function (Orlandi, 2020a) is or is not constituted in textual productions of public high school students in Araguaína/TO. Thus, we do not lose sight of certain aspects of the production conditions, such as the alignment of the teacher's practice with the discourses of the National High School Exam (ENEM). In this regard, the analyzed productions follow the format of the ENEM essay exam. In this way, our relation with this pedagogical practice is connected to the practices of the Curricular Supervised Internship II course in the Portuguese Language program at the Federal University of Northern Tocantins (UFNT). In this subject, we carry out a Work Plan at the school to investigate some issue (frontal or lateral) in the school space. In this way, we collected dissertative-argumentative essays from a 3rd grade class in a High School Center (CEM) during a period of preparation for the ENEM and university entrance exams. Thus, we propose the question: to what extent do the textual productions produced by public high school students in Araguaína/TO reveal signs of an author-function? In between, we consider the hypothesis that, because there is a prevalence of empirical and formal repetition in the productions in question, the author-function is rarefied there. Therefore, we aimed: i) to identify the occurrence or absence of indications of the three types of repetition in the materialities of the analyzed productions, without losing sight of the fact that these repetitions are linked to the author-function; ii) to analyze the explicit references to authors from different areas of knowledge in the essays, as required by ENEM, in order to think which effects of meaning that these occurrences produce in the student's text; iii) to problematize the practices of ENEM, by anchoring itself in the concept of argumentation at work there, even proposing a "measurement" from the perspective of the five competencies, especially competency two;; iv) to analyze how the motivating texts produce effects of meaning in the students' positions, considering the preconstruction that the students cannot make copies of these texts. Using the foundational theoretical-analytical mechanisms of empirical/mnemonic, formal, and historical repetition, we qualitatively analyze the occurrences of repetitions and their possible prevalence of a specific one, relating them to the potential constitution of an author-function. From a set of 37 collected essays, and considering that DA does not operate from a quantitative perspective, we focus on two essays from two students on different themes. Thus, our study corpus is constituted, based on Courtine (2014), by discursive sequences (SDs), which are fragments of a larger discursive cut composed of four textual productions. In our case, the SDs are excerpts where some repetition occurs. In the parameters of DA, anchored in Pêcheux's (1975) thinking, we confirm our hypothesis that the analyzed textual productions predominantly feature empirical/mnemonic and formal repetitions. This, indeed, leads to a rarefaction of symbolic writing work, as the school validates textual productions where the author-function is not established.