EVIDENCE OF AUTHORSHIP IN CHILDREN'S WRITTEN PRODUCTION DURING THE LITERACY STAGE

Abstract

This work aims to discuss the signs of authorship present in children's written production during the literacy stage, in light of Discourse Analysis and literacy studies. It is based on the theoretical contributions of Eni Orlandi (1993, 1999, 2007), Sírio Possenti (2009), and Leda Verdiani Tfouni (2002, 2021), who understand authorship as a discursive effect, historically constituted and traversed by the conditions of discourse production. From this perspective, the child, even in the initial process of appropriating the writing system, can assume subject positions and produce their own meanings. Signs of authorship manifest themselves in children's writing through lexical choices, marks of subjectivity, attempts at textual organization, and interdiscursive relations, even if the writing is not normatively stabilized. According to Orlandi, authorship is constituted in the relationship between subject, language, and history; Possenti emphasizes that being an author implies assuming responsibility for what is said; Tfouni contributes by highlighting that authorship can emerge independently of full mastery of alphabetic writing, especially in literacy contexts. Thus, the analysis of children's written productions allows us to understand literacy as a discursive and social process, in which the child constitutes themselves as an author, breaking with conceptions that reduce writing to a technical and normative exercise.