HE PROCESS OF AUTOBIOGRAPHIC AUTHORSHIP BY STUDENTS OF THE DEGREE IN PEDAGOGY

Abstract

The objective of this experiential report is to present the account of a textual production activity of the autobiographical discourse genre. The activity was carried out by first-year students of the Pedagogy distance learning course, based on a native language teaching methodology grounded in the Philosophy of Language that argues for the necessity of teaching a living and concrete language. This is because authorship, from this perspective, is fundamental to the process of human constitution, as it is through language that humans interact socially and appropriate the culture produced by humanity over the centuries. Social interactions occur through discursive utterances that are chosen based on communicative intentions. The teaching of the Portuguese language in schools cannot be disconnected from real communication situations, and this requires the text, understood here as an utterance, as the core of teaching. Developing the discipline of Portuguese Language: orality, reading, and writing from this perspective enabled the students, future teachers, to understand the importance of appropriating the native language through concrete utterances. Furthermore, the experience of training student authors proved to be positive since through verbal and non-verbal text, students had the opportunity to read different texts to build their writing repertoires, use reading strategies, and perceive the act of writing as a reflective practice that demands planning, readings, revisions, and rewrites.