Authorship and authorization in the school context: writing and scientific discourse in the voice of professor

Abstract

Research on the concept of authorship such, which proposed by French 'approach' Discourse Analysis, has been a recurring theme in my researches. In previous works, it was analyzed the discourse of subject-students, since the early grades the higher education. In this research project, having as the nodal point the relation stablished by he subject-teacher between scientific discourse and scientific divulgation discourse. The objective of this research is investigating how occurs the assumption of authorship by the subject-teacher of elementary school and how he writes about it. For this, the subjects are teachers participating in the Pedagogical Workshop Portuguese Language project , held on the FCLRP / USP, with graduates of the Education Faculty, who are serving like teachers in elementary public schools. The research methodology suppose that subject-teachers to write their papers about how scientific works in the school, namely, what considerations they have on the scientific discourse and on the scientific divulgation discourse. The data analysis will consider the argumentative texts produced about the discourse that circulate in the school context, scientific discourse and scientific divulgation discourse, trying to get the interpretation relationship of the subjects with the principle of authorship from indicting paradigm proposed by Ginzburg. The results include the production of scientific articles and the organization of book with the subject-teachers'voice. (AU)