Caleidoscópios da memória: os jovens e a literatura no sertão potiguar

Abstract

How do young people from the Potiguar countryside make their literary experiences meaningful through the remembrances of their formative paths as readers? In times of coup against the national democracy, this paper argues in favor of education by means of memory as a critical alternative to the public debate about the right to literature in Brazil, especially in the Northeast of the country. In the present dissertation, I sought to interpret autobiographical narratives of young readers through the memories they evoked in individual interviews. This study is founded on the theoretical and methodological parameters of the biographical research and on the studies of Philosophy of Language and Education, Social Memory, Sociology of Education, Cultural History, Literary Theory, Reader Formation and Literary Literacy. The analyses have revealed heterogeneous processes of literature appropriation in the countryside by the young people who live there; their conditions to participate in cultural reading practices; their ways of living and signifying literary experiences; and the relationships between socioeconomic inequalities and literary reading in the countryside. Literature appears in their narratives as a catalyst for disruptions, tensions and transformations that brought them closer to discussions about difference, diversity creating a sense of collectiveness through written words. The connection between self-narrative and experience offers central contributions to the discussion about the formation of literary readers, since it focuses on selfknowledge and the autobiographical reflexivity as human dispositions capable of promoting a permanent reinvention of readers and their knowledge