THE STORY OF THE OTHER TO TALK ABOUT HIMSELF: FROM READING TO AUTHORIAL AND SELF-WRITING BY YOUNG STUDENTS IN THE SCHOOL SPACE

Abstract

Reading opens spaces, allows encounters, approaches realities and is able to lead the individual through experiences that depart from the sensitive perception of the world to the awakening of creativity. By the work the reader is able, not only, to find this other gift in the narrative, as to return to itself, in order to be able to report its own history. From this initial premise, starting from the assumptions of this article, note the importance of reading the literary text to generate writing processes that are creative or even copyrighted. To this goal, we focus the analyzes on the Portuguese Language Olympics project, created by the Brazilian Ministry of Education and developed in a school environment throughout the country in order to develop interest in authors of the national literature, leading to student productions. More than just focus on the reflection of these juvenile stories, published virtually in collections, the discussion proposed here aims to observe the paths of literary reading as part of a cumulative and intertextual process of experiencing the artistic, culminating in possible responses through writing. Thus, we will use theorists like Michèle Petit, John Dewey, Mikhail Bakhtin, Michel Foucault and Wolfgang Iser to understand this authorship. In order to understand the narrative as part of their experience and of themselves, the genre of literary memory was fundamental because it was the best example of the relationship between the student and his peers, his place and the reports of those who built (and construct) their history.