As contribuições da metáfora para a construção da autoria em produções textuais

Abstract

The studies on authorship agree with the idea that, unlike the dispersed and affected by ideologies subject, the subject-author, using the metaphor as a resource, organizes the dispersion that is established in the language, is inserted in the culture and assumes a position in society in relation to how he says and in relation to what he says. So, this text aims to analyze the presence of the metaphor in textual productions of high school students as one of the means of the manifestation of signs of authorship, which enables the student author to take a position in the social space. We collected 30 textual productions of third grade students and we analyzed the presence of metaphors. The data revealed that high school students use both metaphors automated by thought, inserted in culture and routinized by use, as well as metaphors metacognitively monitored at the time of textual production. Works of this nature contribute to focus the modes of manifestation of authorship.