Writing as a discursive fact in the context of academic training: the saying circumscribed by readings

Abstract

In selecting, as corpus for this approach, written texts in context of academic training, we conceive this analysis as one of the reading exercises that has helped us to understand reading attitudes in writing. In this text, we start from the assumption that writing is a discursive fact and we propose, when reading the reading attitudes present in reports of curricular traineeship in Portuguese language, in high school, to offer the reader an understanding about how reading attitudes corroborate to strengthen discourses when it is believed that they are being fought. For this reading exercise, we are based on the studies of Bellenger (1979), on the conception of the discursive fact of Pêcheux (2015) and on the principle of relational analysis, proposed by Apple (1982). At the end of the reading, I bring as a result the following perceptions: (i) writing is a discursive fact circumscribed by reading; (ii) the writing of the internship reports reveals a reading that pre-exists the stage of observation and, therefore, reiterates existing discourses about the school and the teaching practice; (iii) the writing of the reports indicates that the readings made by students, future Portuguese language teachers, in the process of academic training, being more restricted to linguistic-textual discussions and application, strengthen discourses about school and teaching practice, under the ideology of being fighting them.