Autoria e inventio em processos de criação: uma contribuição da retórica aristotélica para a produção escrita na escola

Abstract

The ability to create definitely seems to be one of the main characteristics that distinguishes us from other animals. However, given the living conditions in post-industrial sociocultural contexts that do not value the creative act in its spontaneous form, people withdraw into a circle delimited by their repetitive and utilitarian tasks, whether at school, at work or even at work. leisure. In this way, when it is proposed to a young person to exercise their authorship and create a text, the absence of motivation or inspiration often turns the finished product into something disconnected from reality, without freshness, sleepless, colorless, in short, without creativity. Although the elaboration of texts was systematized by the Greeks, such as Aristotle in Rhetoric, more than two thousand years ago, we are still looking for the best way not only to write them, but also to teach how to write them. A challenge offered mainly to Portuguese Language teachers who could have their arduous task eased if they knew, I believe, the genesis of the Aristotelian rhetorical system: the Inventio. Thus, in order to bring to light or bring to the surface the knowledge so generously bequeathed to posterity, the general objective of this research is to reflect on authorship and the creation processes as phenomena based on this place of suspension and expectation that is Inventio. As reflections unfolding, the specific objectives seek to: review the concepts of authorship, creativity and creation process to understand the conditions and mechanisms that allow the author to give life to his creature; highlight the relationships between Inventio and the knowledge necessary for writing texts; and to propose to Education professionals a reflection on the possibility of offering the student a creative experience through actions that value authorship despite the urgency and functionality imposed by education systems. The theoretical framework includes the contributions of Ancient Rhetoric, by Aristotle (1991; 2013), Cícero (1949) and Quintiliano (2015), and current rhetoric, verified in Ferreira (2010), Meyer (2000), Bazerman (2014), Reboul (2004), Tringali (2012), Mateus (2018), among others; from researchers of discourse and authorship, such as Bakhtin (2011), Foucault (1969); Chartier (2014), among others; of studies on creativity and creation processes, notably in Ostrower (1987[1977]; 2013) and De Masi (2005). As an investigative method, we opted for bibliographic review, use of categories arising from research on authorship and rhetorical analysis with a view to Inventio and authorship in a corpus that covers productions and creative processes of the singer, composer and writer Chico Buarque - as a professional and expressive author - notably in chapter III, and of Basic Education students – as authors with potential expressiveness at school, in chapter IV. In the end, we must have contributed in some way so that activities of authorial writing in the context of teaching and learning are carried out with the expected technical seriousness without renouncing the pleasure of creation