DE UM RELATO INEVITÁVEL A UMA EXPERIÊNCIA DE LIBERDADE
DOI:
https://doi.org/10.26512/les.v19i3.17816Abstract
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).