This article aims at identifying, through the discoursive memories and enunciative positions of Pedagogy undengraduate students, the indicators of the construction of a teacher-author. The method of analysis is based on the reflections of Pêcheux (1999) and Foucault (2000). The universe studied consisted of 121 portfolios, selected randomly from 268 students in Pedagogy between 2002 and 2005, taking the Principles of the Science of Nature and Methodology of Phy-sics Education subjects. The analysis of the portfolios of the classes indicates a change in the discoursive position of licensing pointing to a gradual creation of a professor identity.
training teacher; discoursive memory; discoursive position; Analysis of Discourse; Science Education
