De letramentos e afetos: espaços indisciplinares na escola como possibilidade

Abstract

This thesis, developed through an autoethnographic perspective, presents a narrative constructed with young students from a public school about the meanings attributed by them to the school and their literacy practices and about possibilities of thinking of the public school in digital culture and social inequality context. Here, science is perceived as autobiographical, because the meanings attributed to knowledge are linked to our personal history. The methodological path is guided by ethnographic inspiration and the autoethnographic method of Versiani (2002; 2008), explaining the intersubjectivity established between researcher and participants, and between their own stories with that same school. This work was also conducted through the participant observation method, dialogues and experiences at / in the daily of this school, especially by accompanying the IT teacher and the group of young people who participate in a school radio project named Radio Bidart. The pages of this text try to talk about life and stories, about education, school and teaching with Larrosa (2012; 2017a), Arendt (2016), Bourdieu (1998; 2007), Bourdieu and Passeron (2014), Soares (2017). ), Macedo (2012; 2017); about literacies and new literacies with Street (2003; 2014), Kleiman (1995), Assis and Kleiman (2016), Knobel and Lankshear (2007; 2011) and Moita Lopes (2012); experience with Larrosa (2017b); hybrid cultures with Canclini (2011) and about life and school with young people who are also responsible in building this text. These young people showed the inseparability between life, school and their school’s radio. From this radio-school-life and their words and actions, they make us understand that the hybridization of practices do not allow us to rigidly link social classes with cultural strata, as well how these hybridizations and sense constructions may be different according to the social context and power relations; that technologies and information have value as part of people's experiences and relationships. With them it was possible to understand that the school space can be thought as undisciplinary, coexisting with an idea of education as a triad between technique, critic and experience. A space for the acquisition and exchange of knowledge, for the appreciation of their literacy and appropriation of new literacy, a space that has meaning and where there is production of meaning, a space of affection.