A escrita autobiográfica feminina na educação de jovens e adultos da UFMG: subjetividade e memória

Abstract

This article presents reflections on the teaching of the literary genre autobiographical writing in the classroom and shows how this practice can enable discussions on social issues, gender and race in the PROEMJA of the Pedagogical Center, UFMG. To this end, we sought, based on the works of writers Carolina Maria de Jesus and Conceição Evaristo, autobiographical writing practices that bring the feminine literary perspective of “escrivivência” (EVARISTO, 2017). We count on the theoretical support of authors such as FREIRE (1979), FERRARO (2010), FERREIRA (2015), GOMES (2011) and LEJEUNE (2008), among others. The objective is to research the place of feminine writing, problematizing issues such as gender, class, race/color, and to understand how they are present in the fabric of texts from the perspective of studies on intersectionality (CRENSHAW, 2002) of these markers of difference. The methodological perspective of this study consists of qualitative research based on the application of questionnaires, implementation of didactic sequences in the classroom and fieldwork, with ethnographic immersion. In this text, we bring the initial analyses of the life stories told by the students in their autobiographical texts.