Produção de escrita de si nos anos finais do ensino fundamental : uma proposta de interação com narrativas.

Abstract

In this study, entitled Self-writing activity in the later years of Middle School: a proposal of interaction with narratives, we aim to investigate the implications of narrative texts to the self-narrative development process, from theories emerged from the Complexity. For this, we underlie on the concept of Complexity (MORIN, 2005) and the theories emerged from it, such as Cybernetics and the Biology of Cognition, (MATURANA; VARELA, 2001, 2005). We also consider the evolution, the structure, and in the importance of the narratives over time, as well as its role in contemporaneity (SARAIVA, 2001; ECO, 1995; BRUNER 1990; LARROSA, 2003; GAI, 2009). Moreover, we based on studies of self-narratives (MARIOTTI, 2008; RICOEUR, 2000). Thus, we exposed several narratives to a group of 8th grade students from a private school located in the city of Venâncio Aires/RS, so that, from the interaction with the stories, they would produce self-narratives, which we interpreted in accordance with the theoretical framework. Based on the interpretations, we noticed the emergence of an autopoietic principle, common to all students, which is, in this case, the understanding of life as procedural and cyclical. Furthermore, the contact with the texts showed that we are all autopoietic beings, since the (re)configuration of who we are, from new experiences and learning, is a fundamental condition of existence.