DE UM RELATO INEVITÁVEL A UMA EXPERIÊNCIA DE LIBERDADE

Authors

  • Maria Luiza Monteiro Sales Coroa Universidade de Brasília
  • Ana Cláudia Souza Dias Secretaria de Estado de Educação do Distrito Federal

DOI:

https://doi.org/10.26512/les.v19i3.17816

Abstract

This article shows how a teaching experience conducted with a group of students ”“ seen as co-elaborators of the research ”“ in a senior public school in Brasilia, Federal District, can successfully attain goals of a practice of freedom in education (Giroux,1997). A pedagogical project for authorial writing, named “Diário de Bordo”, inserted under a broader project named “Mulheres Inspiradoras”, reveals a great contribution to the cultural and linguistic development of the students. The analysis of the written accounts ”“ taken as data ”“ was based on a theoretical network of concepts coming from the Critical Discourse Analysis (FAIRCLOUGH; FAIRCLOUGH, 2012) and from Critical Pedagogy (COSTA, 1999).The results show how important it was for those students to write their own stories (hooks, 2013), but, most of all, shows their empowerment as a consequence of the redistribution of symbolic power (Van DIJK, 2015; BOURDIEU, 1989).

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Published

2018-11-26

How to Cite

Coroa, M. L. M. S., & Dias, A. C. S. (2018). DE UM RELATO INEVITÁVEL A UMA EXPERIÊNCIA DE LIBERDADE. Papers of Language and Society, 19(3), 66–84. https://doi.org/10.26512/les.v19i3.17816

Issue

Vol. 19 No. 3 (2018): Dossiê "Projeto Mulheres Inspiradoras"

Section

Ensaios

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