Entre a memória, a literatura e a educação: práticas de escrita de si no IFRO, Campus Ji-Paraná

Abstract

In line with the concept of emancipatory education (FREIRE, 2006), in which students are protagonists in their learning process, the (auto) biographical approach is configured as an important formative device in education (DELORY-MOMBERGER, 2016). In this way, this article puts in scene narratives of young students from high school-technical education of a federal institution in Rondônia - Ji-Paraná campus - and in a qualitative approach, analyzes the narratives of these students about their experiences of literary readings.  The writing of the self, inspired by their memories, moves the life experiences of the students, opening doors to the initial reflections of a doctoral research, in a university in Rondônia. The subjects construct themselves while narrating their lives in their texts, and as a way of practicing sensitive listening, the memorial genre becomes fundamental to accomplish the dynamization of language, while weaving dialogues between memory and the experiences of the students. The studies of Marcuschi (2002), Bakhtin (1997), Candau (2016), Candido (2011) and Cosson ( 2016 ) help to reflect that the dialogues between language and life are born in social practices, and equally allows reflections on the teaching of Literature in the last stage of Basic Education in the Western Amazon.