REFLEXIVIDADE NARRATIVA E PODER AUTO(TRANS)FORMADOR
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Práxis Educacional (Online) |
Texto Completo: | https://periodicos2.uesb.br/index.php/praxis/article/view/8018 |
Resumo: | Biographical approaches in education, despite their diversity, have as a common assumption the transforming power of the action of narrating the lived experience. They admit that narrative reflexivity gives the person who narrates the possibility of giving meaning to what he did not have before and, by ordering the events, he (re)constructs another version of himself and of his formation. One of the great concerns of the research consists in examining the ways in which the action of language allows one to operate provisional versions of oneself and of the narrated experience. The objective of the article is to contribute to the studies on narrative reflexivity as a human capacity to operate these versions of self and its formative power with language. I will discuss the notions of autobiography and heterobiography in the articulation with narrative reflexivity and its incidences on human formation. I question the emergence of the self and the hesitant entry of subjectivity into qualitative research, adopting the perspective advocated by Dilthey (2010), who considers inseparable the links between "life, lived experience and science". The vitality of the subject is considered based on the notions of empirical subject, epistemic subject and autobiographical subject, as dimensions of subjectivity, whichare constituted by narrative reflection in the processes of production and reception of narratives of experience. |
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REFLEXIVIDADE NARRATIVA E PODER AUTO(TRANS)FORMADORLA REFLEXIVIDAD NARRATIVA Y PODER AUTO(TRANS)FORMADORNARRATIVE REFLEXIVITY AND SELF (TRANS)FORMING POWERFormaciónReflexividad narrativaSubjetividadFormaçãoReflexividade narrativaSubjetividadeTrainingNarrative reflexivitySubjectivityBiographical approaches in education, despite their diversity, have as a common assumption the transforming power of the action of narrating the lived experience. They admit that narrative reflexivity gives the person who narrates the possibility of giving meaning to what he did not have before and, by ordering the events, he (re)constructs another version of himself and of his formation. One of the great concerns of the research consists in examining the ways in which the action of language allows one to operate provisional versions of oneself and of the narrated experience. The objective of the article is to contribute to the studies on narrative reflexivity as a human capacity to operate these versions of self and its formative power with language. I will discuss the notions of autobiography and heterobiography in the articulation with narrative reflexivity and its incidences on human formation. I question the emergence of the self and the hesitant entry of subjectivity into qualitative research, adopting the perspective advocated by Dilthey (2010), who considers inseparable the links between "life, lived experience and science". The vitality of the subject is considered based on the notions of empirical subject, epistemic subject and autobiographical subject, as dimensions of subjectivity, whichare constituted by narrative reflection in the processes of production and reception of narratives of experience.Los enfoques biográficos en la educación, a pesar de su diversidad, tienen como supuesto común el poder transformador de la acción de narrar la experiencia vivida. Admiten que la reflexividad narrativa de la persona que narra le permite dar sentido a lo que no tenía antes y, al ordenar narrativamente los eventos, (re)construye otra versión de sí misma y de su formación. Una de las grandes preocupaciones de la investigación consiste en examinar las formas en que la acción del lenguaje permite operar versiones provisionales de uno mismo y de la experiencia narrada. El objetivo del artículo es contribuir a los estudios sobre la reflexividad narrativa como capacidad humana para operar con el lenguaje estas versiones del yo y su poder formativo. Discutiré las nociones de autobiografía y la heterobiografía en la articulación con la reflexividad narrativa y sus incidencias en la formación humana. Cuestiono la emergencia del yo y la vacilante entrada de la subjetividad en la investigación cualitativa, adoptando la perspectiva propugnada por Dilthey (2010), que considera inseparables los vínculos entre la vida, la experiencia vivida y la ciencia. La vitalidad del sujeto se considera a partir de las nociones de sujeto empírico, sujeto epistémico y sujeto autobiográfico, como dimensiones de la subjetividad, que están constituidas por la reflexión narrativa en los procesos de producción y recepción de las narrativas de la experiencia.As abordagens biográficas em educação, malgrado sua diversidade, têm como pressuposto comum o poder transformador da ação de narrar a experiência vivida. Admitem que a reflexividade narrativa propicia à pessoa que narra a possibilidade de dar sentido ao que antes não tinha e, ao ordenar narrativamente os acontecimentos, ela (re)constrói outra versão de si e de sua formação. Uma das grandes inquietações da pesquisa consiste em examinar os modos como a ação de linguagem permite operar versões provisórias de si e da experiência narrada. O objetivo do artigo é contribuir para os estudos sobre a reflexividade narrativa como capacidade humana de operar com a linguagem essas versões de si e seu poder auto(trans)formador. Discutirei as noções de autobiografização e de heterobiografização na articulação com a reflexividade narrativa e suas incidências sobre a formação humana. Interrogo a emergência do eu e a hesitante entrada da subjetividade na pesquisa qualitativa, adotando a perspectiva defendida por Dilthey (2010), que considera inseparáveis os vínculos entre a vida, a experiência vivida e a ciência. A vitalidade do sujeito é aqui estudada com base nas noções de sujeito empírico, sujeito epistêmico e sujeito autobiográfico, enquanto dimensões da subjetividade, que se constituem pela reflexão narrativa nos processos de produção e recepção de narrativas da experiência.Edições UESB2021-02-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos2.uesb.br/index.php/praxis/article/view/801810.22481/praxisedu.v17i44.8018Práxis Educacional; v. 17 n. 44 (2021): Dossiê: Vitalidade do sujeito e poder de formação: narrativas autobiográficas em diálogo (jan/mar); 93-113Práxis Educacional; Vol. 17 Núm. 44 (2021): Dossier: Vitalidad del sujeto y poder formativo: narrativas autobiográficas en diálogo; 93-113Práxis Educacional; Vol. 17 No. 44 (2021): Dossier: Subject vitality and training power: autobiographical narratives in dialogue; 93-1132178-26791809-0249reponame:Práxis Educacional (Online)instname:Universidade Estadual do Sudoeste da Bahia (UESB)instacron:UESBporhttps://periodicos2.uesb.br/index.php/praxis/article/view/8018/5528http://creativecommons.org/licenses/by-sa/4.0info:eu-repo/semantics/openAccessPasseggi, Maria da Conceição 2021-03-25T04:28:43Zoai:periodicos.periodicos2.uesb.br:article/8018Revistahttp://periodicos2.uesb.br/index.php/praxis/indexPUBhttps://periodicos2.uesb.br/index.php/praxis/oaipraxisedu@uesb.edu.br||2178-26791809-0249opendoar:2021-03-25T04:28:43Práxis Educacional (Online) - Universidade Estadual do Sudoeste da Bahia (UESB)false |
dc.title.none.fl_str_mv |
REFLEXIVIDADE NARRATIVA E PODER AUTO(TRANS)FORMADOR LA REFLEXIVIDAD NARRATIVA Y PODER AUTO(TRANS)FORMADOR NARRATIVE REFLEXIVITY AND SELF (TRANS)FORMING POWER |
title |
REFLEXIVIDADE NARRATIVA E PODER AUTO(TRANS)FORMADOR |
spellingShingle |
REFLEXIVIDADE NARRATIVA E PODER AUTO(TRANS)FORMADOR Passeggi, Maria da Conceição Formación Reflexividad narrativa Subjetividad Formação Reflexividade narrativa Subjetividade Training Narrative reflexivity Subjectivity |
title_short |
REFLEXIVIDADE NARRATIVA E PODER AUTO(TRANS)FORMADOR |
title_full |
REFLEXIVIDADE NARRATIVA E PODER AUTO(TRANS)FORMADOR |
title_fullStr |
REFLEXIVIDADE NARRATIVA E PODER AUTO(TRANS)FORMADOR |
title_full_unstemmed |
REFLEXIVIDADE NARRATIVA E PODER AUTO(TRANS)FORMADOR |
title_sort |
REFLEXIVIDADE NARRATIVA E PODER AUTO(TRANS)FORMADOR |
author |
Passeggi, Maria da Conceição |
author_facet |
Passeggi, Maria da Conceição |
author_role |
author |
dc.contributor.author.fl_str_mv |
Passeggi, Maria da Conceição |
dc.subject.por.fl_str_mv |
Formación Reflexividad narrativa Subjetividad Formação Reflexividade narrativa Subjetividade Training Narrative reflexivity Subjectivity |
topic |
Formación Reflexividad narrativa Subjetividad Formação Reflexividade narrativa Subjetividade Training Narrative reflexivity Subjectivity |
description |
Biographical approaches in education, despite their diversity, have as a common assumption the transforming power of the action of narrating the lived experience. They admit that narrative reflexivity gives the person who narrates the possibility of giving meaning to what he did not have before and, by ordering the events, he (re)constructs another version of himself and of his formation. One of the great concerns of the research consists in examining the ways in which the action of language allows one to operate provisional versions of oneself and of the narrated experience. The objective of the article is to contribute to the studies on narrative reflexivity as a human capacity to operate these versions of self and its formative power with language. I will discuss the notions of autobiography and heterobiography in the articulation with narrative reflexivity and its incidences on human formation. I question the emergence of the self and the hesitant entry of subjectivity into qualitative research, adopting the perspective advocated by Dilthey (2010), who considers inseparable the links between "life, lived experience and science". The vitality of the subject is considered based on the notions of empirical subject, epistemic subject and autobiographical subject, as dimensions of subjectivity, whichare constituted by narrative reflection in the processes of production and reception of narratives of experience. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-02-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos2.uesb.br/index.php/praxis/article/view/8018 10.22481/praxisedu.v17i44.8018 |
url |
https://periodicos2.uesb.br/index.php/praxis/article/view/8018 |
identifier_str_mv |
10.22481/praxisedu.v17i44.8018 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos2.uesb.br/index.php/praxis/article/view/8018/5528 |
dc.rights.driver.fl_str_mv |
http://creativecommons.org/licenses/by-sa/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
http://creativecommons.org/licenses/by-sa/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Edições UESB |
publisher.none.fl_str_mv |
Edições UESB |
dc.source.none.fl_str_mv |
Práxis Educacional; v. 17 n. 44 (2021): Dossiê: Vitalidade do sujeito e poder de formação: narrativas autobiográficas em diálogo (jan/mar); 93-113 Práxis Educacional; Vol. 17 Núm. 44 (2021): Dossier: Vitalidad del sujeto y poder formativo: narrativas autobiográficas en diálogo; 93-113 Práxis Educacional; Vol. 17 No. 44 (2021): Dossier: Subject vitality and training power: autobiographical narratives in dialogue; 93-113 2178-2679 1809-0249 reponame:Práxis Educacional (Online) instname:Universidade Estadual do Sudoeste da Bahia (UESB) instacron:UESB |
instname_str |
Universidade Estadual do Sudoeste da Bahia (UESB) |
instacron_str |
UESB |
institution |
UESB |
reponame_str |
Práxis Educacional (Online) |
collection |
Práxis Educacional (Online) |
repository.name.fl_str_mv |
Práxis Educacional (Online) - Universidade Estadual do Sudoeste da Bahia (UESB) |
repository.mail.fl_str_mv |
praxisedu@uesb.edu.br|| |
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1797068814491320320 |