a escrita escolar e o seu potencial enquanto mecanismo de produção de modos de ser

Autores/as

DOI:

https://doi.org/10.12957/childphilo.2025.93144

Palabras clave:

escritura, lectura, subjetividad, prácticas docentes

Resumen

El presente artículo busca desarrollar una reflexión en torno a la enseñanza de la lectura y la escritura, considerándola como un espacio privilegiado para la producción de subjetividades, de modos de ser, en la escuela, dentro del contexto portugués.

Partiendo de la premisa de que el aprendizaje de la lectura y la escritura no se agota en la adquisición de estas competencias como prácticas meramente técnicas o funcionales, el texto propone un análisis que reconoce la escritura como un mecanismo normativo y performativo, profundamente implicado en la construcción de identidades, entrelazando, en una afección bilateral, la identidad del escritor con la de sus escritos. La escuela es comprendida, en este marco teórico, como una institución subjetivadora que, a través de discursos pedagógicos y científicos, establece y, se argumenta, impone categorías sobre lo que significa ser niño, alumno y, en consecuencia, futuro adulto normal. Así, y desde una perspectiva foucaultiana, el texto sostiene que los modos de enseñanza de la lectura y la escritura implementados en las escuelas operan como mecanismos de gobierno de la conducta, moldeando formas de relacionarse con el saber, de pensar, de estar, de ser. El presente texto busca, por tanto, explorar la relación entre la subjetivación, la escuela y la escritura, creando una base conceptual y teórica que interconecta estas dimensiones y argumentando la posibilidad futura de ampliar la comprensión de las prácticas de enseñanza de la escritura hacia una noción más profunda y detallada de los procesos específicos de subjetivación que las atraviesan.

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Biografía del autor/a

marta morais sarmento, Instituto de Educação da Universidade de Lisboa

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tiago almeida, Escola Superior de Educação do Instituto Politécnico de Lisboa / CI&DEI - Centre for Studies in Education and Innovation

Currently, I'm an Auxiliar Professor at the Lisbon School of Education of Polytechnic Institute of Lisbon. I started my collaboration with Lisbon School of Lisbon in 2009 as Invited Professor. I'm Integrate Researcher in CIE (Educational Research Center) at ISPA - Instituto Universitário de Ciências Psicológicas Sociais e da Vida. In the Lisbon School of Education, I Coordinate the Post-Graduation in Toodler Education and the Department of Educational Psychology (election by peers). I'm also FabLab Benfica Pedagogical Coordinator in Instituto Politécnico de Lisboa. I'm Invited Coordinator in Lisbon School of Dance since 2014. I Published 9 articles in journals, 6 chapters of books and 2 book(s). I Co-supervised 2 PhD thesis, Supervised 15 MSc dissertations and co-supervised 1. I participated as a Master Student Fellow in 1 project and as a PhD Student Fellow in other. I'm a researcher in an ERASMUS + project (institution coordinator). I work in the area(s) of Social Sciences with an emphasis on Educational Sciences and on Psychology. In my professional activities, I interacted with 17 collaborators in co-authorship of scientific papers. I'm currently doing a Post-Doctorate in History and Philosophy of Education studying how society provides an Archetype of a child that set, repeatedly, a process of "children-becoming-adults" within educational settings. || Biography|| Since graduation that my research interests are in Early Childhood Education. During my last year in graduation, it becomes clear to me that I wanted to work and research with children until 12 years old. When I finish my graduation, I started working in two Schools. Within my functions, I realize that before any kind of technical Intervention, there is a profound needing of relations. That was the moment I realized that to become a better Educational Psychologist, need to study further how children and adults can cooperate in learning and development within Educational Settings. From there I enter in the Portuguese Modern School Movement and star to work with Sérgio Niza (co-founder of the movement). He becomes one of the most relevant figures in my Intelectual and academic development. By the time I finish my PhD, I had study profoundly Vygotsky and other Sociocultural Psychologist. As a teacher of higher education, I work mostly in pre-school education and early intervention master's degrees. Within my functions, I'm continually trying to transporting a set of questions resulting from my research to teaching, investing in the meeting with my students. As research interests, I started with invented spelling in early childhood, and I'm currently studying how children play in and outdoors. I'm interested in understanding how this activity allows children to learn about themselves and the world. Within this topic, I'm also interested in understanding how adults can support this action without limiting it. Alongside my research about children play, I'm interested in how can educational settings support children "becoming" within an ethical and relational agency.

jorge ramos do ó, Instituto de Educação da Universidade de Lisboa

Jorge Ramos do Ó. Full Professor at the University of Lisbon, Institute of Education, and guest Professor at the University of São Paulo-Brazil and State University of Rio de Janeiro, in Brazil, where he has mainly taught in the areas of history of education, cultural history, discourse theory and, most recently, higher education pedagogy. His writings have included studies in political and cultural history, with particular emphasis given to the Estado Novo period in Portugal (1933-1974), as well as history of Portuguese education and pedagogy, analyzed over a broader time span (19th-20th centuries). He has published 15 books, the most recent of which is entitled Train the hand: Towards an inventive writing in university. His work experienced a shift after 2013, when he started publishing almost exclusively on topics related to university work, especially on advising and mentoring doctoral students. Since 2002, he has been responsible for a post-graduate seminar on creative writing at the University of Lisbon. He is now member of the Scientific Committee of the PhD in Arts (Performing Arts and Moving Image) at the University of Lisbon and the Polytechnic Institute of Lisbon. He is co-director of the PhD in Art Education offered by the Universities of Porto and Lisbon. He has extensive experience in supervision with around 50 doctoral and master¿s theses defended by his students. He also has a large experience in welcoming international students in a post-graduate environment. In 2018 he was appointed coordinator of the Mission Group in Higher Education Pedagogy by the director of the Institute of Education at the University of Lisbon. He currently coordinates the post-graduate Course in Higher Education Pedagogy offered by the Institute of Education at the University of Lisbon.

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Publicado

2025-11-30

Número

Vol. 21 (2025)

Sección

artículos

Licencia

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