Reflections about authorship development in writing related to the discursive textual analysis: the comprehended horizon

Abstract

This text addresses some reflections, learning experiences and views of the process of theoretical/methodological appropriation of the Discursive Textual Analysis (DTA). It aims at understanding the strength of DTA in the journey of becoming a teacher/researcher and in the development of its authorship. The empirical material comprises writings from the author’s research diaries which have been kept since her graduation course. Relevance of the process of theoretical/methodological appropriation of the DTA as strength in a teacher/researcher’s constitutive journey should be mentioned. In this context, sensitivity and writing get together in terms of learning, a movement that make metaphors develop. In the intertwinement among appropriation of DTA, the challenge of constant writing and development of sensitivity, the researcher's authorship is progressively outlined towards deeper and more intense understanding of phenomena under investigation.

Keywords: Discourse Textual Analysis; Authorship; Metatext.