In this paper, we present the results of a research that aimed to investigate the process of constitution of school writing as object of linguistic studies. The corpus was composed of dissertations and thesis developed in Postgraduate Programs of Public Universities from São Paulo, Brazil, during the first years of the 1990s. Following the theoretical approach affiliated to French Discourse Analysis, some interdiscursive relations were observed in order to recognize the characteristics of academic discourse about school writing. Data analysis revealed that, in the historical moments chosen for this research, a discursive memory was already constituted, which grounded the definition of themes, concepts and theoretical strategies on the treatment of school writing as an object of discourse. Produced over the decades of 70 and 80, the consolidation of this memory, associated to the stability of the conception of text proposed by text linguistics, allowed the delimitation and the detachment between academic and school contexts. It also showed that elements from text linguistics supported the mobilization of specific theoretical perspectives on language studies for the treatment of school writing as an object of analysis.
Discourse Analysis; Text Linguistics; School Writing