The kind of text we are dealing with in this article belongs to those involving the game
between dispersion and unity of meanings, based on the formulation gesture. Thus, we are
more interested in how discursive memory operates this game in the writing act of the final
report of the Supervisioned Curricular Internship in Portuguese Language (ESC), under the
perspective of Peuchetian and Orlandian Discourse Analysis. Therefore, it is necessary to
look at the production conditions of the writing of the report and to other materialities which
are part of it, such as, for example, the field notes. These ones, in turn, are implicated in other
conditions of production. So it is deriving from this game of (re)formulations between
materialities, operating in the political-symbolic game of writing, that we build the
understanding that the structuration of the experience, in the ESC, begins to make points from
the subject's individuation. The alluded materialities refer to: (1) the field notes of an
internship, carried out in the occasion of the observation and conducting stage in Elementary
Teaching II, in a public school in Araguaína; and (2) the final reporting of the activities of that
stage in which these notes are (re) textualized. Based on seven discursive cuts (RD), we built
our analysis work, playing with the way in which discursive memory makes it possible to
constitute points of dispersion and unity in the writing of this student. The analyzes show that
the description and evaluation of the class, both in the field notes and in the writing of the
final report, under specific production conditions, prove a successful narrativity of the
teacher's practice, precisely because she is aligned with the official orientations.
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