Vestígios de um percurso pessoal rumo ao “como ler”: indicações e interdições

Abstract

What makes us read a book? Who indicates the readings that matter? And after each new reading, what do we think about the previous references? Besides, what recommendations about intellectual incursions that do not suit us we receive throughout our intellectual training? Such questions guided this autobiographical scrutiny of my personal training career as a teacher and researcher. Locating traces of memory about indications and interdictions, not only about which authors to read, but also the appropriate ways of performing the readings and making the quotations I sought to identify how it was established, over a little more than two decades, the set of authors with I have been “walking” on academic research routes. From the notion of field, as proposed by Pierre Bourdieu, I reflected on how books, readings, teachers and authors acted in the positions taken throughout my career. Obviously, a unique path that, however, allows us to think about the ways in which, in the processes of training new researchers, we favour (or not) the insertions to new arrivals and the possibility of producing new knowledge. Such reflection also points to the need for decolonization of thought.