Teaching what one does not know: strangeness and denaturation in (auto)biographical narrations
The thematic focus in this text are the estrangement/denaturation processes in (auto)biographical narrations. The aim of this study was to reflect on the possibility to promote estrangement/denatura - tion in (auto)biographical writings made by teenagers in the space/ time of the classroom environme...
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| Main Authors: | , |
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| Format: | Book |
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Universidade Federal de Santa Maria,
2014-01-01T00:00:00Z.
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| Summary: | The thematic focus in this text are the estrangement/denaturation processes in (auto)biographical narrations. The aim of this study was to reflect on the possibility to promote estrangement/denatura - tion in (auto)biographical writings made by teenagers in the space/ time of the classroom environment. The methodological proposal consisted on developing (auto)biographical writings by students from sociology classes in High School. A total of 138 teenagers from a public school, attending the first school trimester in the year 2013, have participated in the study. The concepts of estrangement/de - naturation are located in the anthropology field and, the work with (auto)biographical narrations is located in the socio-clinic perspec - tives and of biographization processes. The results indicate that (auto)biographical narrations provide estrangements/denaturation and go towards teaching what one does not know. We can, then, conclude that this possibility, as an educational act, may generate knowledge suspension to self-inventiveness. |
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| Item Description: | 0101-9031 1984-6444 10.5902/1984644411340 |