Uma leitura dialógica com enunciados outros: a orientação acadêmica em foco

Abstract

This study is anchored in one of the research projects developed by SIGLA, entitled Dialogical relations between supervisors and students: the teaching-learning process of research and teaching through the production of the monograph discursive genre in SIGLA's undergraduate courses. We intend to present a bibliographical survey on academic supervision in its relationship with authorship, comparing it with statements produced in an interview situation by the subjects participating in the research: students from the Pedagogy, History, Physical Education and Philosophy courses who were in the process of preparing their monographs. The theoretical-methodological support used was Dialogical Discourse Analysis, whose basis is comparison as a possibility of understanding the multiple meanings of a text in contact with others. This symphony of voices in dialogue pointed to authorship as a phenomenon resulting from the supervisor's intervention process in the student's text so that, in the dialogue, he/she finds support for writing the final work and matures his/her authorial and scientific work in carrying out an academic study. In the comparison, we observed the role of the advisor to be someone else who, although in a different position from the student, is ethically committed to that written production, as a surplus of vision, and to the training of the future professional, researcher, teacher.