2026-09-302026-09-302023-06-20SILVA, Lia Barile da. Onde as nossas palavras nascem: um estudo sobre a função-autor constituída em textos acadêmicos escritos por professores. Orientador: Thomas Massao Fairchild. 2023. 188 f. Tese (Doutorado em Letras) - Programa de Pós-Graduação em Letras, Instituto de Letras e Comunicação, Universidade Federal do Pará, Belém, 2023. Disponível em: https://repositorio.ufpa.br/handle/2011/18829. Acesso em:.https://repositorio.ufpa.br/handle/2011/18829In this thesis, we mean to understand how the author-function works in academic works written by teachers. The concept of authorship was constructed by combining different perspectives, starting with that of Foucault (1969, 1971, 2015), according to which the author is a “function” or a place that is occupied in discourses and that allows the subject to perform certain functions. The second is found in Bakhtin (2009, 2015), who, from a dialogical and polyphonic perspective, addresses the author's relationship with the various voices that participate in the text. Finally, we turn to authors who debate the relationship between the subject and knowledge and, consequently, changes in authorship in academic texts, such as Barzotto (2011, 2014, 2015, 2016), Fabiano (2007, 2014, 2015) and Fairchild (2008, 2013, 2017). This investigation was based on three categories of analysis: the accounted cases of autonymics explicitly constituted in the texts, the chaining of the authors cited in the text and the construction of the paraphrases and the chaining of the authors cited in the text, which were thought according to the notions of Shown and Constitutive Heterogeneity, by Authier-Revuz (1998, 2004), and the differentiation between speakers and enunciators, in Ducrot's polyphonic theory (1987), used to analyze the forms of citation and the effects of meaning produced by them in the academic text. The reflection is being carried out based on a corpus of 30 scientific articles in the area of Language Teaching, linked to the Federal Universidade Federal do Pará and the Universidade Estadual do Pará, and produced by professors graduated , post-graduated, who work in the Basic education. The general objective was to understand how the forms of insertion and appropriation of the other's words in the academic productions of professors manifest the author-function and, consequently, how they contribute to the constitution of the professor himself as the author of his text. And as specific objectives: quantitatively analyze the volume of text that can be attributed to others in comparison with the volume of text attributed to the author himself; discuss how the introduction of the other's words helps the teacher to build his own authorship; analyze the sequence of authors cited in the text, to observe the way and reason why they are cited, and how this gives us more evidence of how Speaker L constitutes himself as the author of his text; confront the authors' words as appropriated by the cited writer with the original texts cited to verify how the paraphrases are constructed; relate the textual-discursive characteristics found in the analysis of the corpus to the processes of proletarianization of teaching. For the research, the hypotheses raised were: there is little variety in the forms of introduction and theoretical references, generally used only to strengthen the positions assumed by the citing writer; the diversity of quoted authors and the way they are linked together reduces the citing writer's participation in the text he writes; the amount of excerpts made up of paraphrases in the analyzed texts compromises the production of sayings that can be attributed to the writers of the analyzed texts; there is a circular movement that involves the little expertise attributed to the teacher associated with the position in which this places him in the labor market, which reduces his authority and repositions his place of saying. The author of the texts assumes the role of “guide” of the theorists that he calls to enact in his writing and the way in which they are linked indicates little mediation between them and those who cite them, and with the knowledge already produced in the area. Paraphrases are made by copying or by interpretive gestures constituted by distortion or contradiction with what others say. This, in turn, is related to teacher’s proletarianization as the writing movements in these texts signed by a teacher are interpreted as a descreasingly authority for his profession.Acesso AbertoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/AutoriaEscrita acadêmicaProdução de conhecimentoEnsinoAuthorshipAcademic writingKnowledge productionTeachingTeseCNPQ::LINGUISTICA, LETRAS E ARTES::LETRASLITERATURA, INTERPRETAÇÃO, CIRCULAÇÃO E RECEPÇÃOESTUDOS LINGUÍSTICOS