A autobiografia como prática discursiva de constituição de sujeitos leitores

Abstract

This article presents the analysis of autobiographic narratives developed with a group of students attending the first year of high school, which aimed at investigating the process of becoming reader conceptions. The analysis of the students texts demonstrates that autobiography gender joins subjects statements that take determined positions in discourse order. It is possible, with the analyses, to reflect about the role of autobiographic exercise in the construction of memory and how it is important in the subject constitution, by the fact it produces meanings to the past. The investigation took the statements that students produced, the internalized “truths” during the process of becoming readers in family and in school. The students’ narratives contribute to recognition that it is the present time that makes the past lives.