Teaching what one does not know: strangeness and denaturation in (auto)biographical narrations

Authors

  • Jorge Luiz da Cunha Universidade Federal de Santa Maria, Rio Grande do Sul, Santa Maria
  • Joana Elisa Röwer Universidade Federal de Santa Maria, Rio Grande do Sul, Santa Maria

DOI:

https://doi.org/10.5902/1984644411340

Keywords:

(Auto)biographical narrations, Estrangement and denaturation, Education.

Abstract

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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Published

2014-01-14

How to Cite

Cunha, J. L. da, & Röwer, J. E. (2014). Teaching what one does not know: strangeness and denaturation in (auto)biographical narrations. Education, 39(1), 27–38. https://doi.org/10.5902/1984644411340

Issue

educação, v. 39, n. 1, jan./abr. 2014

Section

Dossier: (Auto)Biographical narrations

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