Comentário como princípio de controle da função de coautoria

Abstract

The purpose of this paper is to record the beginning of our reflections about the participation of the teacher-advisor in the constitution of his students as authors of academic texts. From the french discourse analyses, in dialogue with Foucault, Barthes and Chartier, we intend to understand the function of authorship in contemporary times, especially in academic space and time, ruled by discursive orders in which the advisor's comment works as a principle of organization and distribution of the student text. In this way, we raise the importance of the teacher as an active reader of the guide, and not a mere reader-broker. In the academic world, the author is surrounded

by institutional instruments of vigilance, legality and stability. It remains for the teacher to act as a commentator without erasing and silencing the student's authorial voice. The reflections put forward here dialogue with contemporary writing production conditions, considering changes in the body, law, morals and even transformations in the means of circulation and distribution of texts. The academic genre, like any other more everyday genre, does not detach itself from the activities of language and the interaction between the subjects.