Escrever para existir : cartografia da escrita de si e modos de subjetivação de meninas na era digital.

Abstract

This intervention research, situated within the Research Strand on Contemporary Clinical Practices, Public Policies, and Mental Health, investigates the processes of subjectivation of girls in the digital age through self-writing. The research problem examines whether this practice can operate as a form of care of the self, aiming to understand how it takes shape for young people aged 10 to 14. Accordingly, the study seeks to trace the movements this device assumes in the present day and the extent to which it may constitute a form of resistance in constructing other ways of being young. This is a qualitative intervention study grounded in cartography, a method that follows processes as they unfold and treats lived experience as a field of knowledge production. The study was conducted with a group of ten girls, aged 10 to 14, from a municipal school in Santa Cruz do Sul (RS, Brazil), over ten sessions held in the second half of 2025, drawing on the writings produced by the participants, the researcher's field diary, and process records as analytical material. The theoretical framework mobilizes the contributions of Foucault, Deleuze, and Guattari on the care of the self and the invention of modes of existence grounded in existential creativity. This framework is articulated with the work of Lejeune, Sarmento, Zuboff, Han, and Tolentino to think through how the digital cuts across forms of expression on social media platforms. Such an articulation brings into view the lines of force at stake in subjective constitution, showing that although girls are exposed to the pressures of digital platforms, within collective experience they may find, through writing, a space for the care of the self. Building on this trajectory, the study presents the Antimanual for Creating a Girls' Writing Club, a technical product framed as a social technology that systematizes a methodology for creating collective writing spaces across different educational settings.