A escrita de si como expressão de estilo e subjetividades

Abstract

This work is the result of a research in the Mestrado PROFLETRAS, whose objective is to connect theory and practice to works that may highlight the space of the school in which we work; it aims to the production and empowerment of our actions as educators and to the sharing of our research conducted within the school environment. The research was born out of questions that emerged after some years of practice in the classroom with sixth grade students. Considering that this is an age of transition and there are several questions involved, we chose as the general objective of the research the creation in the classroom itself of a space for the enjoyment of literary texts as a way of promoting subjectivities in order to produce written texts and share them. The work was thus born out of such questions and was then built as a premise to reflect on how the production of written texts whose elements focus on the writing itself and are shared in the classroom may help students to be more engaged in writing as well as feel affected by their own writing. Our questions were based on a Bakhtinian view of language and centered around the concepts of subjectivity and style within a dialogic and alteritarian frame. The path followed to answer those questions emphasizes the study of modernity and of the subject, and promotes a transition from the concept of identity to the concept of subjectivation processes; it also discusses how we make ourselves known through our discourse and justifies reading literary texts as a way to produce subjectivity and bring out style. With the objective of investigating the styles that will potentially denounce subjectivity traces that emerge from the texts produced during the activities, we adopted the qualitative indiciary paradigm put forward by Ginzburg. The adoption of such paradigm is justified because it searches for unique data and opens the possibility to examine details, idiosyncrasies and peculiarities present in human activities. Therefore, our practices were based on the idea of a subject open to the possibility of experience so as to focus on the finding of subjectivities, and not established patterns, in which students' words could circulate freely.