Práticas de leitura e escrita na escola como possibilidade de existência

Abstract

This thesis addresses a study on the possibility of reading and writing practices, developed in public schools, impacting modes of existence; tiny and possible possibilities, which promote thought and life. We start with a presentation of Brazilian educational scenario; showing how neoliberal rationality produces a new subject in the knowledge society, addressing the consequences of these changes and situating the student in this society. We also approach changes in the most ephemeral everyday relationships and how much their impacts transform knowledge, power and relationships within the school context, situating the implications of this locus for reading and writing practices at school. We investigated curricular issues, and how some documents are aligned, crossed and guarantee the implementation of the parameters of this neoliberal rationality, a concept that runs as a guiding thread in all chapters and is crossed in reading and writing practices. For one of these reasons, we brought literature, reading and writing as a possibility for students to think and act, as alternatives to escape voluntary servitude, as a tiny possibility of resisting these neoliberal policies/rationality. We highlight the importance of the teacher in the role of great promoter of possibilities for students, a teacher who understands the power of reading and writing, of texts, of philosophical literature and understands that it is still possible to think of these practices as ways of subjectivation, as selfcare and as an aid in the process of becoming a subject. It is in this line of action that the practices of reading and writing enter as an exercise in thought, which operate as tiny points of light, which pass through gaps, which serve as weapons, defenses, escape doors and breathing space, which can operate in the school as a place reserved for thought, for dialogue, for another possibility of existence in a dynamic relationship that links language, culture and life. From this, it became important to think about the relationships between the modes of subjectivation, self-care and the truth, crossed by reading and writing practices. As a way of understanding this research intertwined with school practices, we created Training Workshops, in which reading and writing practices were discussed and experimented with elementary school teachers and managers. These moments started with a focus group and continued with training meetings in the format of reading and writing workshops. To examine empiricism, we sought inspiration, to a large extent, in the genealogy of subjectivation in Foucault as a way of thinking about reading and writing in the constitution of a relationship with oneself. It was possible to diagram three strong statements: experience, cultural transmission and temporality. The regularities found in the dimensions of analysis were crossed in each type of reading and writing: Curly; Signposted; “I'd rather not”; Go Away; Lagarteando and Eating Bergamota and Poemóbiles, which allowed us to understand that such reading and writing functions help us to think about the possibilities that such practices are possible as self-care, which imply ways of life and other possibilities of existence, and resistance.