WRITING ABOUT EXPERIENCES IN THE WAKE OF THE PANDEMIC: AN EXPERIENCE IN PUBLIC EDUCATION

Abstract

This paper presents the foundations, procedures and results of a study that combined bibliographical research and action research, which investigated theories on confessional writing, or self- writing, in order to develop the methodological foundations for a proposal to produce autobiographies, which was implemented with regular 9th grade elementary school classes in a municipal public school system. The research was based on the finding that, in the post-pandemic context, students had considerable difficulties in using writing to express ideas, points of view, feelings and emotions, especially when reporting their experiences. In this sense, the focus of the study was on autobiographical writing and its theoretical framework was based on the contributions of Luiz Antônio Marcuschi (2008; 2010), Mikhail Bakhtin (1997; 2016), Irandé Antunes (2003; 2009), Philippe Lejeune (2008), Bernard Schneuwly and Joaquim Dolz (2004), among other authors who discuss textual genres. The proposal was to design and implement a didactic sequence aimed at developing the skills and knowledge that are needed to construct autobiographical narratives in Portuguese language classes. The results of the research indicate that the writing of the autobiographical textual genre favoured the emergence of the students' subjectivity and their elaborations on the immediate and globalized reality they experience.