LITERATURA, EDUCAÇÃO E ALTERIDADE - A ESCRITURA COMO EXPERIÊNCIA DE FORMAÇÃO

Abstract

This article's research object is relationship between and education. Our position of teacher-researcher is one that authorizes us to collect testimonies of teaching experience, as well as extract interrogative elements from all of margins, challenging us to think about power of encounter between the aesthetic experience of literature and discourse. Some studies have pointed us to intriguing relationship between and education inviting protagonists and viewers of everyday school scene to begin with other modes of existence, thus producing a repositioning of narratives and enunciation of discourses that constitute them. In company of authors such as Giorgio Agambem, Walter Benjamin, Clarice Lispector and Roland Barthes, we challenge ourselves to explore topics such as language, childhood and otherness that push us to think of symbolic framing of existential experience through literature. We assume a pure commitment to place of educational development in our research, understanding it as a continuous and uninterrupted work on oneself, effect of a certain language of creation, a poetic writing. Our hypothesis is that presence of in school setting serves to decenter role of teacher, applying important modifications that alter contours that form supposed pedagogical stance invested in knowledge-power relationship. We are led to believe that when we open ourselves up to practices of writing, reading and storytelling happens (to us) and this something brings important contributions to remaking contours of pedagogical field we are inserted in.