Reading in the classroom: between unity and dispersion of the senses

In this article, affiliated to Discourse Analysis, we analyze the written responses of students in the ninth year of Basic Education for a text interpretation activity. These answers are produced during a set of classes in which the teacher addressed the topic of argumentation, using an opinion article. We collected, for analysis, the answers formulated for two questions: one that asked for what the point of view defended by the author would be and another one that asked for the identification of two arguments in the text read in the activity. Our theoretical inscription requires another look at this written formulation process: once writing is understood as a process of syntagmatization of words within the syntax of language and also understood as a process inscribed in meanings historicity, it is anchored in reading gestures undertaken in and from the subject-reader position. There is an interpellation ritual that shows students signified by individualization processes as subject-readers. These processes allow us to think of a certain way for the student to be in the classroom. The analyzes show a prevalence of formulations inscribed in the empirical and formal repetition (ORLANDI, 1996), indicating a practice of fragmented copying. The subjectivation processes at issue erase the student's work with the written language, not evidencing, in a way, his inscription in a historical repetition (ORLANDI, 1996).