Um olhar acerca dos processos identitários sob uma perspectiva da escrita de si de alunos do sétimo ano do ensino fundamental II.

Abstract

The present work, of a memorialistic and bibliographic nature, is developed from a question: How can self-writing favour the construction of the identity process considering the socioeconomic context of the student? It aims, in general terms, to explore and understand the repercussions of socioeconomic conditions on the literacy of elementary school students based on self-writing practices that promote subjectivation. In this way, I carried out a memorial exercise in which I reflected on my literacy experiences from childhood to my academic and professional training. I also carried out bibliographical research seeking a theoretical and methodological basis for the development of a pedagogical project inspired by self-writing practices. The autobiography together with the poem were the genres chosen to, in the pedagogical proposal developed here, provoke the student to explore the writing of himself as a way of, through words, reflecting and elaborating his/her subjectivity and identity. This work results, therefore, in a proposal for an activity aimed at students in the 7th year of Elementary School at Escola Municipal Professora Altair da Costa Lima. In the theoretical basis of this research, authors such as Street (2014), Kleiman (2005), Galvão (2003), Soares (2003), Foucault (1992), Artières (1998), Souza (2018), Hall (2014), Nogueira and Nogueira (2021), among other theorists.