AUTHORSHIP AND STYLE IN HIGH SCHOOL STUDENTS’ READING JOURNALS

Abstract

This paper approaches authorship in reading journals produced by students attending High School at Sergipe Federal Institute of Education, Science and Technology during didactic experience for Portuguese Language classes. The examined reading journal presented texts with results of stylistic trends less dependent on common guidance for school texts. The theoretical perspective is a discursive one. The understanding of pedagogical discourse is based on Orlandi (2006). In addtion, the conceptions about authorship and discursive memory in Furlanetto (2008, 2011, 2014, 2015), Orlandi (2007, 2008) and Possenti (2009, 2013) substantiate the research which also takes as basis the issues related to style in Possenti (2008, 2009, 2013), in connection with concepts in Bakhtin (2010, 2013). The experience with reading journals seems to favor utterances which are generally outside the order of the instituted pedagogical discourse and conventional language teaching.