出版社：Pontifícia Universidade Católica do Rio de Janeiro
摘要：In early childhood education, authorship is not studied, because the author
function is not assigned to oral texts, only to written ones. In view of this, we aim
to demonstrate that authorship is present in oral and written texts. In this study
based on French Discourse Analysis (DA) and theories of literacy, the subjects are
children in the last stage of early childhood education in a municipal school of
Ribeirão Preto (SP), and they are the authors of the texts that constitute the corpus
of this work. The methodology uses the reading of children's literature, with
students, and, following this, a discussion and analysis of the linguistic signals in
the oral and written interpretation of texts constructed by the subjects. The analysis
showed us that if the oral and written interpretation and production of the students
are considered, the language activities become meaningful and enable the students
to develop language and assume authorship.
