Trajetórias formativas, literatura e poet(a)ção: por uma sala de aula de Língua Portuguesa perspectivada pela invenção

Abstract

This essay aims to write a formative text, molded in the conversation about the process of building a Brazilian Portuguese Language classroom based in the Writing- Reading-Literature perspective. It analyses formative tr of a Portuguese Elementary School teacher-researcher from Rio de Janeiro’s Public School System, through three analytical and interventional axis: the experiences found in the Programa Institucional de Bolsa de Iniciação à Docência attached to the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior in a partnership with the Fluminense Federal University; alongside the Coletivo Oficina de Formação Inventiva de Professores da Faculdade de Formação de Professores from the Federal University of Rio de Janeiro in tandem with the teacher-researcher’s literary readings. It charts these experiences by dialoguing with formative paths and interlocutors – Gilles Deleuze, Félix Guattari, Rosimeri Dias, Virgínia Kastrup, Conceição Evaristo, Manoel de Barros and others- that allows us to see and talk about formative practices open to the discovery of oneself and the world. Finally, it is a work that seeks to understand the territory of a Portuguese Language classroom by the literary text, the process writing and the meetings established between teacher, interns and students