Reading as a social practice based on the enunciation of life narratives: a case study with a pedagogue teacher

Abstract

This work analyzes a narrative of life enunciated by a pedagogical teacher. The theoretical basis comes from the studies of literacy, endorsed in the social practices of writing (STREET, 2014) and in the interational assumptions of reading (SILVA, 1999; KOCH; ELIAS, 2012; BAKHTIN/VOLOCHÍNOV, 2006). The methodology is anchored in the clinical ethnosociology proposed by Andrade (2019), who, in turn, adopts the assumptions of Vasconcelos (2005) by defending the narrative of life as a methodological device that allows horizontality between researcher and participant, giving this greater protagonism in its enunciation. The analysis of the narrative points to the interpretation that the participant experienced reading as a social practice, since the various institutions in which he or she engaged demanded reading demands of it. For this reason, in her teaching, she seeks to build with students skills concerning the social practice of reading, so that they too can engage responsibly in social institutions. In this way, it is perceived that the narrative of life, as a mechanism of self-training, provides a projection of the self of the narrator who demonstrates the link of his experience with his praxeological performance.