The development of authorship in Basic Education: writing processes based on Virginia Woolf and Clarice Lispector
This paper discusses writing processes and authorship development based on the reflections of Virginia Woolf (2016), present in her essay Professions for women, read in 1931 for the English National Society for Women's Service; and of Clarice Lispector (1999), in seven chronicles of her book A...
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| Format: | article |
| Status: | Published version |
| Publication Date: | 2024 |
| Country: | Brasil |
| Institution: | Universidade Federal de Santa Maria (UFSM) |
| Repository: | Revista Educação (Santa Maria. Online) |
| Language: | Portuguese |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/71754 |
| Online Access: | https://periodicos.ufsm.br/reveducacao/article/view/71754 |
| Access Level: | Open access |
| Keyword: | Autoria ensino da escrita Produção de sentidos |
| Summary: | This paper discusses writing processes and authorship development based on the reflections of Virginia Woolf (2016), present in her essay Professions for women, read in 1931 for the English National Society for Women's Service; and of Clarice Lispector (1999), in seven chronicles of her book A descoberta do mundo. We seek to discuss authorship and style in teaching processes whose objectives contemplate the search for real experiences with language, something not always prioritized in the exercise of school text production. In order to relate the textual creation in Basic Education - considering the mismatch between official documents and reality (student, teaching, teacher and school) - with the inherent productions of those who have writing as a craft, the enunciations about the (non) performance of students in their texts (BERNARDO, 2012) and the recommendations of the National Common Curricular Base (BRASIL, 2018) on the work with text in the classroom, specifically about what the document understands by authorship, are triggered. |
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